NCDB produces materials and products that are relevant to services for children who are deaf-blind. In collaboration with state projects and other partners we work to create common tools that will improve technical assistance outcomes for children, families and the systems where they are served.
Identification and Referral
The guide provides state deaf-blind projects with a systematic process of data-based decision making to analyze current early identification efforts.
Information on evidence-based practices that state deaf-blind project staff can use in collaboration with state service systems to improve identification of infants and young children who are deaf-blind.
Families have information and experiences to share. These video stories by families highlight key subjects: communication, literacy, movement, transition, empowerment, and teaming.
This document outlines recommended knowledge and skills for individuals who serve in the role of Family Engagement Coordinator for state deaf-blind projects.
This report highlights collaborative activities between state deaf-blind projects and state parent centers in their work to create alliance to support families.
Supporting families is a key responsibility of state deaf-blind projects. This typically involves helping family members learn about deaf-blindness, bringing families together, and providing referrals. This guide provides information and resources to help state deaf-blind projects carry out these essential activities.
This report emerged in response to a growing need to elevate the family voice as a driving force in the decision-making and collaborative efforts of the deaf-blind technical assistance network.
Interveners and Qualified Personnel
A national learning resource designed to increase awareness, knowledge, and skills related to intervention for students who are deaf-blind who are being served in educational settings.
A national definition of intervener services was developed in fulfillment of one of the implementation strategies that emerged in the Recommendations for Improving Intervener Services.
This discussion guide is to help IEP teams make informed decisions about whether intervener services are appropriate for a particular student.
Published at the request of the Department of Education's Office of Special Education Programs (OSEP), the recommendations provide a road map for the development of intervener services in the U.S.
An online tool that provides step-by-step strategies for teaching literacy to students at any development level. The website can be used by teachers, state deaf-blind projects, and families.
This module is meant to be used in conjunction with the website Literacy for Children with Combined Vision and Hearing Loss. The website covers a full range of literacy skills, but this module focuses primarily on two topics: foundations for literacy and early emergent literacy.
This framework offers state deaf-blind projects a collection of online resources that they can use to provide customized training and technical assistance to early intervention providers as well as to project staff and families.
This video product is based on the Taxonomy for Transition Programming and the video chapters offer insight and understanding based on foundational best practices in transition planning.
A tool to help a transition team, which includes an individuals who is deaf-blind, parents and professions, to determine essential activities during the transition process.
A repository of information, tools, and resources that serves as a model for hosting a workshop for deaf-blind teens ages 14-22 and their families.
These recommendations are based on a comprehensive review of laws, policies, and best practices related to transition, and extensive interviews with experts through the United States.
These practices guides outline essential components of instructional practices commonly used with children who are deaf-blind. These will be useful for state deaf-blind project personnel and practitioners in identifying training and coaching needs related to specific practices when working with children who are deaf-blind.
The child count offers a snapshot of the characteristics, educational settings and living arrangements of children and youth who are deaf-blind in the U.S.
The maps offer a visual display of child count data with multiple variables, searchable from 2008 through the present.
This guide is intended for use by state deaf-blind projects to inform the provision of TA to early intervention providers, school-based teams, and families.
The purpose of this guide is to support state deaf-blind projects in addressing the needs of children and families by planning and implementing systems-change activities.