May Monthly Update
NFADB Board of Directors Call For Nominations
The National Family Association for DeafBlind (NFADB) is seeking candidates to join their Board. Applicants can be family members of an individual who is DeafBlind, professionals, or community members who are committed to NFADB's mission. Learn more on the NFADB website.
Updated Info Topic: Listening and Spoken Language
Auditory skills development involves learning to listen and interpret language, skills that are crucial for helping a child who is deafblind learn and engage with the world. Visit our newly updated Info Topic page on listening and spoken language to learn more and access informative resources.
Usher Syndrome Screener
The Usher Syndrome Screener for use by the Teacher of Students who are Deaf/Hard of Hearing is a two-page document developed by the Texas Deafblind Project. It addresses potential signs of retinitis pigmentosa related to difficulty in low light, restricted visual fields, and balance.
Professional Development Opportunity for Educators and Related Service Providers
Registration is now open for courses in the professional development series "Concentration in Deafblindness and High Intensity Support Needs," offered by the University of South Dakota. Each course meets for 14-weeks with approximately three hours of online work per week and synchronous online meetings. The cost is $450 per three-credit course for continuing education credits. Limited spaces are available. The deadline is August 1. For more information, see this announcement.
NCDB News and Events Page
Have you signed up for NCDB news and events alerts? We use alerts to share important information about resources from partner organizations, network events, and new NCDB products. If you have any resources or events from your project that you would like us to share, contact support@nationaldb.org.
New Publications
If you need assistance accessing any of these items, contact support@nationaldb.org.
Brum, C., Probst, K., & Buckley, W. (2025). Technology-based communication interventions for students who are deafblind. TEACHING Exceptional Children.
Dumassais, S., & Wittich, W. (2025). Development of the international classification of functioning, disability and health core sets for children and youth with deafblindness: Protocol for a multistudy collaboration across regions of WHO. BMJ open, 15(4), e100155.
Hauschildt, S. R. et al. (2025). The DeafBlind epistemology scale: Experience, language, and identity. Psychology, 16(4), 426-452.
Rotenberg, S., Davey, C., & Banks, L. M. (2025). Health, education and well-being for children with deafblindness: a secondary analysis of 36 multiple indicator cluster surveys. Archives of Disease in Childhood.
Webber, C. (n.d.). Evidence review: How sharing stories, songs and rhymes can support children and families with additional support needs. Scottish Book Trust.
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