Educational Programming for Individuals with Deaf-Blindness

Roseanna C Davidson, Texas Tech University

Herbert Miller, St Joseph’s School for the Blind

Michael Collins, Hilton/Perkins National Program

Introduction

            Deaf-blindness is a term which indicates that there are deficits in both the auditory and visual senses, creating the need for modification of special educational practices for individuals with either deafness, blindness, or retardation alone.  The term is best applied from a functional perspective which goes beyond medical and clinical determination of severity of two major sensory deficits.

            Historically, we have evidence that individuals with deaf-blindness can be educated successfully.  However, until the middle of the 1960’s, individuals identified as having deaf-blindness were born with such infrequency that educational programs for them were available only in a few locations.  With the rubella epidemic in the 1960’s came an increase in the number of children who were diagnosed as having congenital deaf-blindness.  This larger population created a need for the development of programs, curricula, methods, materials, and trained personnel to meet the students’ educational requirements in locations throughout the world.  Organizations of parents and professionals were formed and governments responded by supporting efforts to produce and distribute special methods and materials for use with students with deaf-blindness.  These efforts were largely successful and resulted in appropriate and accessible education for students with deaf-blindness due primarily to rubella.

            However, the diversity of etiologies within the population of individuals with deaf-blindness is greatly increasing.  This diversity creates a wide range of functional abilities within the group of individuals with deaf-blindness.  The diversity of etiologies may also contribute to the large number of individuals who are to identified as having deaf-blindness until they are about ten years old.  Data indicate that very few of the students reported in the National Census of Individuals with Deaf-blindness are identified while they are pre-school age.

            This shift in age of identification as well as functional diversity has surfaced at a time when public awareness of deaf-blindness (particularly within the United States) has diminished.  The low awareness level is a result of many factors, including an increase in professional interest in individuals with severe and multiple disabilities, and the common notion that rubella is the only cause of deaf-blindness.  Another important factor that emerged in the 1970’s and 1980’s was the willingness of the federal government to allow funds designated for programs and services for individuals with deaf-blindness to be allocated to other special populations.

            Individuals with deaf-blindness have unique needs in he areas of communication, mobility, and sensory development that must be addressed.  Intervention during the early developmental period is critical for the emotional, social, communication and cognitive development of the child.

            This paper will detail some basic principles of educational programming for individuals with deaf-blindness, describe needs for the future, and will state the position of DVI regarding their education and service.

Principles of Educational Programming

1.  Early identification of sensory deficits is essential to provide optimal opportunities for individuals with deaf-blindness.

2.  Communication is the cornerstone of an educational plan for a student who has deaf-blindness.

            a.  No one mode of communication is appropriate for all individuals with deaf-blindness.  Communication options may include: movement based signals, object cues, natural gestures, signs, tactual symbols, braille, oral and written language and augmentative communication.

            b.  A deaf-blind individual’s needs, abilities and preferences should determine the primary mode of communication.

            c.  Communication with individuals with deaf-blindness is frequently accomplished in a one-to-one relationship.

3.  Educational placements for children and youth with deaf-blindness should be selected on the basis of individual abilities and needs rather than predetermined by an educational label or type of service currently available.  Age of onset of sensory impairments, amount of auditory and visual impairments, mode of communication, cognition, and existence of additional disabilities are major factors in determining the appropriate educational settings.

4.  Teachers who have had specific training in the educational specialty of deaf-blindness are necessary to provide optimal integrated programming for students with dual sensory impairments.  Although there is a severe shortage of trained teachers, a student with deaf-blindness must have access to specially trained individuals who have knowledge of the impact of concomitant sensory deficits on the development of communication, cognition, motor skills and social/emotional well-being.  This integrated knowledge produces a better educational environment for a child than a program patched together from recommendations by specialists from related areas.

5.  There are a variety of appropriate educational alternatives for children and youth with deaf-blindness:

            a. Regular education classrooms with appropriate support services and technology;

            b.  Classrooms for students with visual impairments;

            c.   Classrooms for students with hearing impairments;

            d.   Classrooms for students with deaf-blindness;

            e.   Classrooms for students with severe/profound impairments;

            f.    Residential schools for the blind;

            g.   Residential schools for the deaf;

            h.   Specific programs in residential schools for the deaf and/or blind;

            i.   Hospital or medical settings;

            j.    In-home services.

6.  A functional program that is integrated into the community is essential for individuals with deaf-blindness.  That program must include opportunities to develop communication, social, recreational and leisure skills, prevocational/vocational training, transition planning, self-help and domestic skills, and orientation and independence within all environments.

7.  Integration of appropriate related and support services is necessary for a successful educational program for a student with deaf-blindness.  Specialists in orientation and mobility, regular physical education, adaptive physical education, speech pathology, physical therapy, occupational therapy, audiology and auditory training, vision services, and psychological services may contribute assessment, direct instruction, or consultation.

Needs for the Future

            A number of advances in educational deaf-blind individuals in recent years have been made.  Many programs must be continued, many need enhancement, and new and innovative programs and services must be encouraged.  Professionals, families and consumers should:

            a.  Monitor governmental funding and regulation.

            b. Advocate for quality services for deaf-blind children, youth, and adults on the international, national, and local level.

            c. Advocate for increased funding of personnel preparation programs.

            d. Organize and participate in conferences, workshops, and training sessions.

            e.  Provide public awareness and information about deaf-blindness.

            f.   Advocate for early identification of deaf-blindness.

            g.   Advocate for efforts to increase the accuracy of the census of individuals with deaf-blindness at both the local and national level.  Accurate reporting will result in an improved programming for the educational and vocational needs of individuals. 

            h.   Cooperate with the National Coalition on Deaf-Blindness and the International Association for the Education of the Deaf-Blind and others concerned with individuals with deaf-blindness.

            i.    Advocate for preservice training in the specialty of deaf-blindness for teachers, counselors, rehabilitation workers and orientation and mobility specialists.

            j.    Encourage teacher preparation programs for the visually impaired, hearing impaired, and severe disabilities to add deaf-blindness and alternative communication techniques including movement based communication to their curricula.

            k.  Actively participate in local, national, and international organizations of professionals, families and consumers.

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