Deaf-Blindness Defined

Transcription

1 Deaf-Blindness 101

2 When we hear the term deaf- blind, we o3en imagine a person who is unable to hear or see anything; however, this is typically not the case. Deaf- blind describes any combined hearing and vision loss that significantly limits children s ability to get informabon from people and objects around them. These losses can cause developmental delays in areas such as language, social skills, and mobility, but they do not always limit the individual s learning potenbal. Deaf-Blindness Defined

3 Hereditary Syndrome Disorders (Usher syndrome, CHARGE syndrome, etc.) Prematurity complicabons Birth complicabons InfecBons (Cytomegalovirus, MeningiBs, etc.) Injury or stroke Major causes of Deaf-Blindness

4 Approximately 90% of children with deaf- blindness have one or more addibonal disabilibes or health problems. For children with complex needs, hearing and vision loss may not yet be recognized or addressed. ClassificaBons other than deaf- blindness are o3en listed as a child s primary diagnosis on the Individualized Family Service Plan (IFSP) or Individualized EducaBon Program (IEP). Co-Occurring Disabilities

5 Deaf- blindness is Varied Complex Diverse No two individuals are exactly alike. Diversity in Deaf-Blindness

6 Deaf- blindness is an extremely low incidence disability! There are approximately 10,000 children and youth with deaf- blindness in the United States. There are approximately 325 children and youth with deaf- blindness in Georgia. Prevalence of Deaf-Blindness

7 Children with deaf- blindness are o3en the ONLY one in their school or community with this diagnosis. 6! GSD! 6! 5! 2 AASD! 5! 9! 6! 15! 8! GAB! 1 4! 6! 5! 8! 9! 4! 4! 5! 15! 4! 4!!! Students!on!the!Deaf.Blind!Census!201

8 It is recommended that children with one diagnosed sensory impairment (hearing or vision) be evaluated in the other area. Referrals to medical and educabonal services should be made in a Bmely manner. DO NOT Wait and See Early Identification & Referral

9 The early years are cribcal for children, especially in the areas of social- emobonal and communicabon development. Early IntervenBon services can help families understand their child s sensory impairments and learn how they can support their child s growth and development. Early Intervention

10 CommunicaBon is exchanging our ideas, thoughts, and feelings the way we connect with people o3en challenging for people with deaf- blindness Individuals with deaf- blindness may use a variety of body movements, gestures, vocalizabons, pictures, objects, sign language (visual or tacble), speech, augmentabve/alternabve systems, and other means to communicate. Communication & Connection

11 People who are deaf o3en use their vision to connect to the world. People who are blind o3en use their hearing to connect to the world. People with deaf- blindness o3en use their hands to connect to the world.

12 An Intervener is a person who consistently works one- to- one with a person with deaf- blindness to: Provide support for social- emobonal well- being Provide support for development and use of communicabon Provide access to sensory informabon Connect her to the world Interveners

13 Accurately assessing a child s communicabon skills, concept development, and opbmal learning modalibes is o3en challenging. Standardized instruments are not typically appropriate. A team approach, including parents and educabonal professionals, works best! Assessment & Planning

14 Cane Children with deaf- blindness o3en have unique educabonal needs requiring specialized instrucbonal techniques and modificabons. School Supports Calendar System Braille Book

15 Self- DeterminaBon is An individual making his own choices and decisions based upon his interests and preferences Sehng goals and creabng a plan to reach them It is important for people of all ages but is especially relevant for teens and young adults as they plan for the future. Self-Determination

16 Family- Professional Partnerships are essenbal for promobng opbmal outcomes for children with deaf- blindness. Parents should be supported in their role as advocates Siblings o3en experience unique joys and frustrabons in their role and may benefit from sibling support programs Families

17 GSAP is federal grant project that provides technical assistance to families, teachers, and service providers of children and youth with deaf- blindness (birth- 21 yrs). GSAP provides: Onsite consultabon (home and/or school) Family Training, Support, and Networking Sibling Workshops Linking to InformaBon and Resources Deaf- Blind Census ReporBng to US DOE Georgia Sensory Assistance Project

18 Georgia Sensory Assistance Project hip://gsap.coe.uga.edu NaBonal Center on Deaf- Blindness hip://nabonaldb.org Helen Keller NaBonal Center for Deaf- Blind Youths and Adults hip:// American FoundaBon for the Blind hip:// NaBonal AssociaBon of the Deaf hip:// NaBonal Family AssociaBon for Deaf- Blind hip:// Intervener hip://intervener.org Internet Resources