Educators of students who are deafblind in the United States: A snapshot of their perceived needs for teacher preparation programs

Abstract

The needs of students who are deafblind are unique in that it is not simply the addition of vision loss and hearing loss but the impact of both together. Often times, professionals who work with students who are deafblind face challenges for which they may not be prepared. The purpose of this study was to identify priorities for university programs preparing educators of students who are deafblind in the United States. A total of 205 educators participated in this study. Participants were asked to complete an electronic survey to answer questions related to demographics, professional background, and to rank items related to educational practices and needs when teaching students who are deafblind, from highest to lowest priority. Participants were recruited through electronic announcements sent to major professional organizations in the fields of visual impairments, deafness, and deafblindness. The top three priorities identified by participants when working with students with deafblindness were the following: (a) understanding the unique needs of students, (b) teaching techniques effective with students who are deafblind, and (c) accessibility to resources. Recommendations for personnel preparation programs will be discussed.

Analysis of Prevalence Variations of Students With Deafblindness Across the United States

“…One reason for this correlation could be that preservice training programs for TVIs are more likely than TDHH training programs to include training in multiple disabilities and deafblindness. Teachers of the visually impaired report feeling at least twice as prepared as TDHH to support students with DB after completing their personnel preparation program (26% vs. 10%; Correa-Torres et al, 2021).…”

“…While the specific reason for this correlation is unknown, a few theories are worth exploring. First, TDHH training programs historically have a strong focus on how to support students who are deaf or hard of hearing without additional or significant disabilities and limited to no training in deafblindness or multiple disabilities (Borders & Bock, 2012; Bruce et al, 2008; Correa-Torres et al, 2021; McLetchie & MacFarland, 1995). As a result, TDHH may feel or be unprepared to support students who were DB because the majority of these students have significant support needs (i.e., 87% of the population has one or more additional disabilities; NCDB, 2020).…”

“…Investigating the availability of professional development options for TVIs and TDHHs about deafblindness and the impact of such training on the identification of students who are DB could provide additional data that may impact any identified trends. Correa-Torres et al (2021) found that only 62% of educators had access to professional development related to deafblindness, which is not enough. In addition, as teacher education models continue to move from in-person to distance education models, it would be interesting to observe whether the presence or absence of a TDHH or TVI preparation program in the state correlates to the prevalence of students who are DB.…”

An Introduction to Culturally Sustaining Pedagogy for Students With Sensory Disabilities

“…For example, teachers must ensure that CLD families receive communications about their child's performance as frequently as other families and in a form that is accessible and preferred by them. Curricular decisions, including the selection of instructional materials, should also reflect this cultural reciprocity (Correa-Torres et al, 2020).…”

Communication and literacy development for adolescents with deafblindness: Teacher beliefs, learning outcomes, and instructional strategies

“…When planning educational programming for learners with CDB, teachers must understand the implications of deafblindness and implement effective teaching strategies (Correa-Torres et al, 2021). The Tri-Focus Framework, a research-based communication intervention framework for learners with CDB, considers the learner, their communication partner, and the environment as essential components (Bruce & Bashinski, 2017).…”