Linda Dial April Ghionzoli Ali Heller

EDMX 635

Our presentation today is a very practical look of what you would do if you are notified that you will have a student with deaf-blindness in your classroom.

What is Deaf-Blindness?
A condition in which the combination of

hearing and visual losses in children cause such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Causes of Deaf-Blindness
Premature birth
Cytomegalovirus or toxoplasmosis (infections during

pregnancy) CHARGE syndrome (genetic condition) Usher syndrome (genetic or inherited condition) Rubella (disease caused by a virus) Down syndrome Cerebral palsy Congenital or Acquired

Become Informed
Learn about the Blind-Deaf community before your

student arrives
Read books, search online, speak to other

teachers/staff
Call Blind-Deaf resource office Meet with your staff to share this information

Build Trust
Set up centers & activities to allow the student to

build trust with teachers, staff, and other providers

Assessment
The assessment process begins...

Assessment
One of the most challenging aspects
Use authentic assessments Obtain information in the natural environment

Determine strengths, areas of need, and preferred

method of communication Design an educational program http://www.designtolearn.com/uploaded/pdf/DeafBli ndAssessmentGuide.pdf

How do students with DeafBlindness communicate?

People with deaf-blindness have many different ways of

communication
Methods vary, depending on the causes of combined vision

and hearing loss, backgrounds, and education

Sign Language Modifications (tactile, adapted) Tactile finger spelling Speech Reading Screen Braille communication Print on Palm (POP)

The Deaf-Blind Classroom

Relationships & Safety

Structured Support
Team Collaboration

Teaching Strategies & Content Modifications

Children with deaf-blindness have unique educational

needs Learn by doing Small group or individual instruction is critical Curriculum focus should be on bonding and developing interactions and routines for expanding the frequency and functions of communication

Literacy for students who are deafblind

Literacy is important for all students, regardless of

sensory, mental and physical disabilities

Increased opportunities Technology is key

Curriculum
Curriculum Guide for Deaf-Blind & Severely Multi

Handicapped Students Communication skills Techniques of daily living Orientation and mobility Sensory stimulation www.stoeltingco.com

Team Members

Deaf-Blind Specialist Teacher of students with Visual Impairments Teacher of students who are Deaf/Hard of Hearing Orientation and Mobility Specialist Intervener (1:1 service provider) Paraprofessionals Interpreter Parents/family members General Education Teacher District Representative Speech Language Pathologist Psychologist Student

Parents of the student who is Deaf-Blind

Parents are the experts on their child
Valued team member Share observations Expectations and visions