NCDB Products | Topical Publications - Deaf-Blindness
This publication describes a comprehensive approach to assessment called authentic assessment, which emphasizes gathering information about children in their everyday environments during normal activities. It is adapted from a manual called Assessing Communication and Learning in Young Children Who Are Deafblind or Who Have Multiple Disabilities.
Provides details about the population of children who are deaf-blind, including the classification of vision and hearing loss, the types of additional disabilities that may be present, and the causes of deafblindness. Vignettes and photos of four children who are deaf-blind illustrate the diversity of this unique group of children. Information from the population is drawn from annual child count data reported in The National Deaf-Blind Child Count: 1998–2005 in Review.
This publication summarizes a research study on the experiences of 11 college students who are deaf-blind and provides suggestions for ways to support college students with deaf-blindness.
A compilation of responses received from families of children who are deaf-blind regarding strategies to promote communication in the home and community. Specifically, four questions are asked: 1) How can we facilitate and promote a child’s individualized mode of communication?, 2) How can we increase the number of people who can effectively communicate with our children?, 3) How can we encourage others to respect our children and feel more comfortable interacting with them? and, 4) How can parents support and promote communication when personal time and energy are limited? It is a collection of strategies, advice and suggestions.
Concepts are the ideas that give meaning to our world. This fact sheet discusses the process by which a deaf-blind child may develop their own unique concepts based on their personal experiences. Discussion involves the necessity of providing experiences to maximize a child's opportunity to develop concepts and the critical element of relationship in providing meaning.
This fact sheet presents numerous ways you can interact with your young child and offers practical suggestions for giving your child consistent sensory cues. This fact sheet suggests ways you can recognize and then respond to your child's responses and also includes techniques that encourage exploration of the environment.
This fact sheet provides information on the nature of expressive communication and the value of such communication. The continuum of expressive communication modes is described with examples often modeled by children who are deaf-blind. The progressive nature of communication is discussed and considered via sensory, motor, and cognitive development. Suggested readings and additional resources are listed.
In this collection, parents from across the country share their thoughts and experiences with regard to their families and their children who are deaf-blind. In response to the prompt "I wish I had...", parents offer reflections on the past, the wisdom of experience and the things that fill them with hope for the future.
For the child who is deaf-blind, movement is an opportunity to gather sensory information, to communicate, and to make choices. Orientation and mobility (O&M) instruction provides a set of foundational skills that can broaden the students awareness of the environment, resulting in increased motivation, independence and safety.
This article discusses the importance of literacy for persons who are deaf-blind, the social function of literacy, and the conditions necessary for the development of literacy.
This overview provides fundamental information on deaf-blindness. Topics include causes, challenges, communication, orientation and mobility, education, transition, and family issues. The fact sheet is written for all audiences, especially parents, and professionals new to the field. Agency resources are listed and selected readings are referenced.
This fact sheet provides answers to frequently asked questions about psychological evaluations for infants, children and adults who are deaf-blind, we hope to clarify the evaluation process and the active roles that may be taken by everyone who is involved—family members, professionals, educators, and the student. Finally, by discussing quality indicators and desired outcomes, we present ways to view and use the evaluation process so it will benefit the student to the greatest degree possible.
Deaf-blind children communicate through a variety of receptive communication modes. This fact sheet helps the reader design a program that will assist the deaf-blind child, especially the child with additional disabilities, move up the ladder of communication complexity. Additional tips are given for sending messages and the expectations for the child's response. Suggested readings are listed.
Everyone benefits from recreation and this fact sheet shares practical information on how to get people who are deaf-blind with cognitive disabilities involved with recreational activities. The focus is on recreational activities for pre-adolescent children through adult. Included are the steps required to develop a recreational plan. Examples of recreation activities with different people who are deaf-blind. A listing of national organizations and additional readings is included.
Produced by DB-LINK, this publiction highlights six federally funded research projects and the practices and findings relevant to the education of children who are deaf-blind. Also available on CD-Rom. Contact DB-LINK at NCDB.
This paper explores how self-determination applies to individuals who are deaf-blind and how it affects families, educational programming, and service delivery. Provides information on the underlying principles of self-determination, and practices that foster self- determination including access to the environment through communication and vocational and work experiences.
This publication describes the findings of a study on the use of adapted prelinguistic milieu teaching (PMT) for children who are deaf-blind. In adapted PMT, an instructor, working one-on-one with a child, uses a variety of strategies to teach and encourage children to use gestures and vocalizations to communicate intentionally.
This publication describes the importance of in-depth transition planning to meet the unique needs of children and youth who are deaf-blind and the requirements of the Individuals with Disabilities Education Act as measured by Indicator 13.
This issue of Practice Perspectives describes the basics of Universal Design for Learning (UDL) and how it applies to students who are deaf-blind. The information is intended to help teachers, parents, interveners, and individuals with deaf-blindness better understand UDL so that they can actively participate in the development of UDL practices.