The Many Faces of Deaf-Blindness

Transcription

1 The Many Faces of Deaf-Blindness Lisa Poff, Project Coordinator Project Success Trainings June 2017

2 What We Want to Accomplish Increase your knowledge of: the Indiana Deaf-Blind Services Project and its services; deaf-blindness, the diversity of the deafblind population, and the impact of deaf-blindness; and, resources that are available for families and service providers of children who have a combined vision and hearing loss.

3 The Deaf-Blind Program Birth to 3 Families From Birth (First Steps) Programs Agency To 22 years Programs School Community Programs Indiana Deaf-Blind Services Project US Dept of Education Office of Special Education Programs (OSEP)

4 Who We Are and What We Do We Provide: Training & technical assistance for families, schools and agencies to promote best practices Disseminate information related to evidencebased practices in the field of deaf-blindness Support families by connecting them to resources and other families of children/young adults who are deaf-blind

5 What are some project services? Child-focused consultations (TA) In-service Training Person-Centered Planning Training/ Facilitation Newsletter Parent/Professional Loan Library On-line training materials State registry of students who are deafblind

6 Indiana Definition of Deaf-Blindness Sec. 5. (a) Deaf-blind, which may be referred to as dual sensory impaired, means a disability that: (1) is a concomitant hearing and vision loss or reduction in functional hearing and vision capacity; (2) causes significant communication and adaptive behavior deficits; (3) adversely affects the student's educational performance; and (4) cannot be accommodated for by use of a program or service designed solely for students who are: (A) deaf or hard of hearing; or (B) blind or have low vision.

7 Indiana Definition of Deaf-Blindness (b) Students who are deaf-blind represent a heterogeneous group that includes the following: (1) Students who are both deaf and blind with: (A) measured acuities and intellectual and adaptive functioning; or (B) estimated acuities and intellectual and adaptive functioning supported by a description of pathology. (2) Students with hearing and visual reductions of a mild to severe degree: (A) with additional learning or language disabilities that adversely affect educational performance; or

8 Indiana Definition of Deaf-Blindness (B) who have been diagnosed with a chronic or degenerative pathology or a disease that may potentially result in deaf-blindness. (3) Students with generalized central nervous system dysfunction who: (A) exhibit: (i) auditory and visual impairments; or (ii) deficits in auditory-visual functioning; and (B) may demonstrate inconclusive or inconsistent responses: (i) during hearing and vision assessments; or (ii) to auditory and visual stimuli in the environment. (c) A student who is solely deaf-blind is not considered to be a student who has multiple disabilities as defined in section 9 of this rule.

9 Who is a child who is deaf-blind? Children with hearing and vision losses occurring together in any combination, or who are at risk for vision and hearing losses, that cause communication, behavioral and educational needs.

10 Vision and Hearing Impairment Categories Visually Impaired and Hearing Impaired with Vision being the primary disability Visually Impaired and Hearing Impaired with Hearing being the primary disability Deaf and Visually Impaired Blind and Hearing Impaired Deaf and Blind

11 Deaf-Blind Broad definition No single profile Tremendous variation within the same medical diagnosis

12 Sensory Categories Near Distance - Taste -Vision - Smell - Touch - Hearing Near = must be part of direct experience to obtain information

13 General Effects and Implications of Deaf-Blindness Loss of incidental Information Difficulty in concept development Causes limited motivation Sense of Vulnerability Potential for Isolation Learned Helplessness

14 Hearing and Vision Factors Affecting Use Onset of Disability Type and Severity of Loss Stability of Condition Environment General Health Additional Disabilities Motivation Preference Fatigue

15 Early ID is Crucial to Address Unique Learning Needs Secure relationships Access Ways to communicate Specialized Instruction Predictable routines Hands-on learning Choices Repetition and practice Respect

16 Blumberg Center Bayh College of Education, 009W Indiana State University 401 N. 7th St. Terre Haute, IN Phone: (812) Fax: (812) Visit the Project s website - Follow us on Facebook - Follow us on Twitter Follow us on Pinterest -