Services for Children and Youths who are Deaf-Blind: An Overview

Abstract

The uniqueness and complexity of needs and characteristics of the population of children who are deaf-blind make it extremely difficult to determine who they are. Consequently, identifying and meeting their needs through appropriate intervention models and strategies is also difficult. This paper provides an overview of what is currently known about the population of children who are deaf-blind, a description of the service delivery and resource systems currently in place, and a discussion of current and future issues relevant to providing intervention.

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

“…Students who have deafblindness meet both the eligibility criteria for hearing loss and visual impairments. Disabilities in both vision and hearing create more unique challenges than loss in one sensory disability or the other (Zambone & Huebner, 1992). The majority of learners who are deafblind have residual use of either vision or hearing, and sometimes both; however, some learners have neither.…”

A National Survey of Service Providers who Work with Young Children with Visual Impairments

“…Candidates in these programs require a depth of knowledge and range of skills to work with infants through high school-aged students who have diverse abilities and learning needs. Given the complexity of early intervention services and the multiple roles of certified teachers of students with visual impairments, the majority of personnel preparation programs have not 326 Journal a/Visual Impairment & Blindness, June 2001 focused adequately on issues and practices with young children with visual impairments, especially those with multiple disabilities (Chen & Dote-Kwan, 1998;Dote-Kwan & Chen, 1995;McLetchie & MacFarland, 1995;McLetchie & Riggio, 1997;Seitz, 1994;Stolarski & Erwin, 1991;Zambone & Huebner, 1992). Many teachers of students with visual impairments and O&M instructors have acquired these skills through in-service training (Griffin-Shirley, McGregor, & Jacobson, 1999).…”