NCDB produces materials and products that are relevant to services for children who are deaf-blind. In collaboration with state deaf-blind projects and other partners, we create resources designed to help technical assistance providers, service providers, and families improve outcomes for children.
Identification and Referral
This guide provides state deaf-blind projects with a systematic process to make decisions about their early identification efforts.
This resource provides information and materials that state deaf-blind projects can use in collaboration with state service systems to improve identification of infants and young children who are deaf-blind.
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 document outlines recommended knowledge and skills for individuals who serve in the role of family engagement coordinator for state deaf-blind projects. Areas covered include the educational and developmental needs of children who are deaf-blind, accessing and influencing services and systems, and consultation, training, and technical assistance.
This report emerged in response to a growing need to elevate family voices as a driving force in the decision-making and collaborative efforts of the Deaf-Blind Technical Assistance Network.
In these video stories, families share their children's experiences in the following areas: communication, literacy, movement, transition, empowerment, and teaming.
This series of webpages on a variety of topics provides information and resources that families of children who are deaf-blind can use to help them navigate their child's services and support their families.
This report highlights collaborative activities between state deaf-blind projects and state parent centers in their work to support families.
Interveners and Qualified Personnel
This national definition of intervener services was developed to fulfill one of the implementation strategies that emerged in the Recommendations for Improving Intervener Services (2012). It was initially published 2013 and updated in 2018 and 2021.
This discussion guide was designed 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), these recommendations provide a road map for the development of intervener services in the U.S.
This resource describes the work interveners do to provide one-to-one support for children who are deaf-blind and offers detailed information on employing and supporting them. Additionally it describes intervener roles and responsibilities, how to navigate the employment process, and intervener training and certification.
This resource describes progress made by a number of state deaf-blind projects that have engaged in systemic-change activities to establish or strengthen intervener or teacher of the deaf-blind services, including training and support.
This video product used footage from interviews with youth, families, and service providers who shared their transition experiences during institutes held in 2012 and 2015. It offers insights and understanding into best practices in transition planning.
A tool to help transition teams, which include the student who is deaf-blind, parents, and professionals determine essential activities during the transition process.
A repository of information, tools, and resources for hosting transition institutes for youth who are deaf-blind and their families.
These recommendations are based on a comprehensive review of laws, policies, and best practices related to transition as well extensive interviews with experts. Topics include work experiences, community activities, school and adult agency collaboration, qualified personnel, and education for families.
This series of articles provides a variety of perspectives on navigating the challenges and opportunities of adult life including building self-determination, establishing community connections, and developing the skills needed for future employment and lifelong learning.
This guide is intended for use by state deaf-blind projects to inform the provision of technical assistance to early intervention providers, school-based teams, and families. It is based on a synthesis and adaptation of implementation science and TA literature and input from state deaf-blind project personnel.
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. Based on implementation science but summarized and adapted for the unique needs of low-incidence disabilities, it covers a wide variety of topics including assessing needs and capacity, defining problems, identifying outcomes, and working with partners and implementation teams.
Providing access to the general education curriculum (GEC) is required by law for all students with disabilities. This webpage includes resources for state deaf-blind projects to learn about this important topic and what they can do to help families and educators provide access to the GEC for students who are deaf-blind.
Module 1 provides need-to-know, practical information that teachers and early intervention providers can put to use right away in their classrooms and other settings, with children birth through 21.
These modules are designed to increase awareness, knowledge, and skills related to intervention for students who are deaf-blind and being served in educational settings.
This webpage provides information about opportunities in the U.S. for teachers and related service providers to learn about deaf-blindness and instructional practices for children and youth who are deaf-blind. Available opportunities come in a variety of forms including online courses, webinars, and self-study modules. It includes details about continuing education points.
These practice guides outline essential components of instructional practices commonly used with children who are deaf-blind. They are primarily intended as a tool for state deaf-blind project personnel and practitioners to inform training and coaching needs.
This site provides many strategies for teaching literacy to students at any development level. It is designed to 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 collection of resources was designed to be used by state deaf-blind projects to provide customized training and technical assistance to early intervention providers and families.
National Child Count
This report provides extensive information on the population of children identified with deaf-blindness in the U.S., aged birth through 21. Data includes state and national information on demographics, type and severity of vision and hearing loss, causes of deaf-blindness, additional disabilities, and more.
These maps offer a visual display of data from National Deaf-Blind Child Count Reports for 2008 through 2019.
This toolkit provides basic information and resources intended to help state deaf-blind projects evaluate the accessibility of their current materials and create accessible documents and online content.