Lisa Wadge

MAT 605, September 7, 2014

Deaf-blindness
Definition and Characteristics
IDEA defines deaf-blindness as concomitant [simultaneous] hearing and visual
impairments, the combination of which causes such severe communication and other
developmental and educational needs that they cannot be accommodated in special
education programs solely for children with deafness or children with blindness.
According to the 2012 National Deaf-Blind Child Count, close to 10,000 of children
under age 21 are deaf-blind. Over 90% of these children live at home with their families.
The term deaf-blindness does not necessarily mean that a person cannot hear or see at
all. The term actually describes a person who has some degree of loss in both vision and
hearing. The amount of loss in either vision or hearing will vary from person to person,
and is often accompanied by other physical or cognitive disabilities.
Although some people are born with both hearing and vision loss, many individuals
develop this condition later in life. For instance, someone born not being able to hear
may develop limited sight later in life, or vice versa.
About 50 percent of people in the deaf-blind community have Usher Syndrome. This is a
genetic condition where a person is born deaf or hard of hearing, or with normal hearing,
and loses his or her vision later on in life from retinitis pigmentosa (RP). Other common
causes of deaf-blindness include birth trauma, optic nerve atrophy, cataracts, glaucoma,
macular degeneration, or diabetic retinopathy. Others may become deaf-blind through
accidents or illnesses.
Learning Strategies
Since sight and hearing limitations vary, the first step for anyone working with a student
with deaf-blindness is to talk to the student and family to ask about the students specific
limitations and what communication system is already used in the home or prior classes.
Various communication assistance can be used in a classroom depending on the students
hearing and sight limitations. These include the following:
o Assistive Listening Devices to increase the volume and clarity of speech for those
students with some hearing.
o Large print books and computer programs for those with limited vision.
o Interpreters who relay information to and from the student in a classroom. The
type of interpreting will depend on the students needs and may be oral, visual
(sign language at close proximity for those with some vision), or tactile (including
hand to hand sign language).
Reading material used in class may also need modifications for students who are deaf-
blind. Alternate formats can include conversion to large print text, braille or audiotape,
depending on the students needs. Conversion needs to be done ahead of time to have
materials available for the student in class. Publishers of textbooks are required by law to
have alternative formats available to all readers. Computer conversion programs exist as
well.
Lisa Wadge
MAT 605, September 7, 2014

Other classroom activities such as the use of small groups, oral presentations, and use of
audiovisual tools need to be altered for children with deaf-blindness as well. Interpreters
can often be helpful in these situations.
Physical classroom set up may also need to be taken into consideration, including space
for interpreters or guide dogs and lighting issues for those with limited vision.
Technology There have been huge advances in technology available to those with deaf-
blindness recently. Computerized and portable braille communicators can facilitate one
on one communication. Programs that can communicate between computers or phones
and braille communicators make getting on the internet or talking with a hearing friend
on the phone a possibility. These devices and programs are expensive however, and not
available to everyone with deaf-blindness, though a recent federal program is helping to
provide these devices to those in need who are low income. Perhaps they will soon be
readily available for classrooms as well.

More about Deaf-blindness:
http://www.parentcenterhub.org/repository/deafblindness/ - Center for Parent Information and
Resources. Great general information on deaf-blindness and links to other organizations
specializing in this condition. Also has information on how to find local resources.
http://www.aadb.org/FAQ/faq_DeafBlindness.html - American Association for the Deaf-Blind.
Great general information and review of communication options for those who are deaf-blind.
http://www.deafblind.com/index.html - Written by a man with deaf-blindness in the UK. Good
general info, resources, and insight into the life of someone dealing with this condition. Lots of
information on new technology.
http://www.hknc.org/ - Hellen Keller National Center for Deaf Blind Youths and Adults. Good
up to date information on resources and support for those dealing with deaf-blindness.
Resources for Teachers
http://wwwcms.hutchcc.edu/uploadedFiles/Student_Resources/Disability_Services/tpshtdb.pdf -
NETAC (Northeast Technical Assistance Center) developed this teacher tip sheet for including
children with deaf-blindness. It includes common communication methods and technology, tips
for modifying lessons and physical classroom space.
State deaf-blind projects. Find yours at the National Center on Deaf-Blindness.
https://nationaldb.org/members/list?type=State+Project
AADB (American Association of the Deaf-Blind) provides a listing of state and local
organizations for deaf-blind people and also a listing of service and rehabilitation agencies
around the country. http://www.aadb.org/resources/resources.html