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Accomodations, Modifications and Resources for Students with Deaf-Blindness

Accomodations, Modifications and Resources for Students with Deaf-Blindness. Deaf-Blindness in the Classroom. Deaf-Blindnessness Defined:.

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Accomodations, Modifications and Resources for Students with Deaf-Blindness

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  1. Accomodations, Modifications and Resources for Students with Deaf-Blindness Deaf-Blindness in the Classroom

  2. Deaf-Blindnessness Defined: 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. Sec. 300.8 Child with a disability. (n.d.). Retrieved September 26, 2011 from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,

  3. Helen Keller was born a healthy child on June 27, 1880. At the age of 19 months, she was stricken with a severe illness which left her blind and deaf. • At the age of six, the half-wild, deaf and blind girl was taken by her parents to see Dr. Alexander Graham Bell. Because of her visit, Helen was united with her teacher Anne Sullivan on March 3, 1887. • Helen Keller Biography. (n.d.) Retrieved October 3, 2011, from http://www.helenkellerbirthplace.org/helenkellerbio/helen_keller_birthplace2_bio.htm

  4. Helen proved so gifted that she soon learned the fingertip alphabet and shortly afterward to write. By the end of August, in six short months, she knew 625 words. • By the time she was 16, Helen could speak well enough to go to preparatory school and to college. In 1904 she was graduated "cum laude" from Radcliffe College. • Helen Keller Biography. (n.d.) Retrieved October 3, 2011, from http://www.helenkellerbirthplace.org/helenkellerbio/helen_keller_birthplace2_bio.htm

  5. Prevalence Rate of Deaf-Blindness 45,000-50,000 individuals nationwide have some degree of deaf-blindness according to a 2009 study According to the National Deaf-Blind Count, there are more than 10,000 people under the age of 21, who are classified with some level of deaf-blindness

  6. Prevalence Rate of Deaf-Blindness in CCSD • According to Student Support Services Division of the Clark County School District, as of October 1, 2011, there are 5 students who are deaf-blind in the district. • Donna, personal communication, October 4, 2011

  7. Major Causes of Deaf-Blindness SyndromesMultiple Congenital Anomalies Down CHARGE Association Trisomy 13 Fetal alcohol syndrome Usher Hydrocephaly Maternal drug abuse Microcephaly PrematurityCongenital Post-natal Causes Prenatal DysfunctionAsphyxia AIDS Encephalitis Herpes Head injury/trauma Rubella Meningitis Syphilis Stroke Toxoplasmosis Miles, B. (2008). Overview on Deaf-Blindness. Retrieved October 4, 2011, from http://nationaldb.org/NCDBProducts.php?prodID=38

  8. What are the Challenges Facing a Person who is Deaf-Blind? • A person who is deaf-blind must somehow make sense of the world using the limited information available to him or her. • Behavioral and emotional difficulties often accompany deaf-blindness and are the natural outcomes of the child’s or adult’s inability to understand and communicate. • The challenge of learning to communicate is perhaps the greatest one that children who are deaf-blind face. • A person who is deaf-blind also faces, further, the challenge of learning to move about in the world as freely and independently as possible. • Miles, B. (2008). Overview on Deaf-Blindness. Retrieved October 4, 2011, from http://nationaldb.org/NCDBProducts.php?prodID=38

  9. What are the Particular Challenges Facing the Teachers of a Person who is Deaf-Blind? • The people in the environment of children or adults who are deaf-blind must seek to include them in the flow of life and in the physical environments that surround them. • The most important challenge for teachers is to communicate meaningfully with the child who is deaf-blind. Continual good communication will help foster his or her healthy development. • Teachers can continue conversations with children who are deaf-blind by learning to pause after each turn in the interaction to allow time for response. These children frequently have very slow response times. Respecting the child’s own timing is crucial to establishing successful interactions. • Miles, B. (2008). Overview on Deaf-Blindness. Retrieved October 4, 2011, from http://nationaldb.org/NCDBProducts.php?prodID=38

  10. Communication for the Deaf-Blind Individual deaf-blindness can vary greatly. Individuals with slight impairments might just need lips and hand signals close enough to see. Others who’s impairment is more severe may need to hold the signers hands as they go through the motions. By doing so they can feel the signs, movements and position of the sign.

  11. Problems in Educating Deaf-Blind Individuals The number of deaf-blind students seldom is enough to warrant a public program. Given deaf-blindness’ low prevalence rates, students with deaf-blindness often get swept into special education classrooms. These rooms normally don’t have people trained in working with students with these disabilities. Thus students with generally normal cognitive abilities will be put into rooms where their expected achievement is incredibly low.

  12. Educating Deaf-Blind Students Children who develop deaf-blindness before the age of three are eligible for early intervention Early intervention helps families and the child develop vital skills. These include: physical, cognitive, communication, social/emotional, and most importantly self-help.

  13. IDEA and Deaf-Blindness IDEA (Individuals with Disabilities Education Act) – Required access to all students free and appropriate public education. Until the passage of IDEA deaf-blind students often had to attend state schools rather than attend the school in their area. After IDEA their right to a “free and appropriate public education” necessitated that students who were not “uneducable” could attend their local school.

  14. Accommodations A deaf-blind student may need to sit closer to an interpreter or may need to have a tactile interpreter. A deaf-blind student will probably need a note taker. Students will need to have all their materials provided in a format they can read.

  15. Accommodations After they become proficient in independent travel, some people get a specially-trained guide dog. A guide dog does not make decisions about where to go, instead, the blind or deaf-blind person must use orientation and mobility skills to make those decisions and then give the guide dog brief commands.

  16. Accommodations • Assistive technology (AT) is one component of an educational program that can help deafblind children reach their full potential. The Individuals with Disabilities Education Act (IDEA) is a federal law that requires that all children with an IEP (individualized education program) must be considered for assistive technology. The law recognizes the value of AT and is designed to ensure that children with special needs have access to AT if it is needed to meet their educational goals. It seems logical to assume that children with the most significant obstacles to learning, including deafblind children, would be given thorough consideration. • Buckley, W. (2003). Deaf-Blind Perspectives. Retrieved September 26, 2011, from http://www.nationaldb.org/dbp/sep2003.htm#computer

  17. Braille Display • A Braille display is a tactile device consisting of a row of special “soft” cells. A soft cell has 6 or 8 pins made of metal or nylon; the pins are controlled electronically and move up and down to display characters as they appear on the display of a computer or Braille note taker. • The Family Center on Technology and Disability. (n.d.). Retrieved September 26, 20011, from www.fctd.info

  18. An Alternative Access/Input Device • An alternative access/input device allows individuals to control their computers using tools other than a standard keyboard or pointing device. Examples include alternative keyboards, electronic pointing devices, sip-and-puff systems, wands and sticks, joysticks, and trackballs. • The Family Center on Technology and Disability. (n.d.). Retrieved September 26, 20011, from www.fctd.info

  19. Touch Screens • A touch screen is a device placed on or built into the computer monitor that allows direct activation of the computer, or selection of a program, through a touch on the screen. • The Family Center on Technology and Disability. (n.d.). Retrieved September 26, 20011, from www.fctd.info

  20. Deaf-Blind Communicator • Deaf-Blind Communicator (DBC) In order to establish face-to-face communication, a deaf-blind person hands the cell phone to a sighted person. The cell phone has a retractable security tether that remains attached to the deaf-blind user. Whatever the sighted person types on the cell phone in text is sent to the Braille Note mPower and displayed in Braille. The deaf-blind user can then type a response on the Braille Note mPower and send it to the cell phone. Bhattacharyya, A. (2009). Deaf-Blind Tech Gadgets In Educational Settings. Retrieved September 26, 20011, fromhttp://www.cecdvi.org/DVIIQ/Issues.html

  21. Resources The National Consortium on Deaf-Blindness (NCDB)http://www.nationaldb.org/ The National Consortium on Deaf-Blindness (NCDB) is a national technical assistance and dissemination center for children and youth who are deaf-blind. Funded by the U.S. Department of Education's Office of Special Education Programs, NCDB brings together the resources of three agencies with long histories of expertise in the field of deaf-blindness, The Teaching Research Institute (TRI) at Western Oregon University, the Helen Keller National Center (HKNC), and the Hilton/Perkins Program at Perkins School for the Blind. NCDB works collaboratively with families, federal, state and local agencies to provide technical assistance, information and personnel training.

  22. Resources • American Association of the Deaf-Blind (AADB) • www.aadb.org/ • The American Association of the Deaf-Blind (AADB) is a nonprofit 501(c)(3) national consumer organization of, by, and for deaf-blind Americans and their supporters. Our mission is to ensure that all deaf-blind persons achieve their maximum potential through increased independence, productivity, and integration into the community.

  23. Resources • National Dissemination Center for Children with Disabilities • http://nichcy.org/ • NICHCY is the center that provides information to the nation on: • Disabilities in children and youth; • Programs and services for infants, children, and youth with disabilities; • IDEA, the nation’s special education law;  • Research-based information on effective practices for children with disabilities.

  24. Resources Deaf-Blind Perspectives http://www.nationaldb.org/dbp/ Deaf-Blind Perspectives is a free publication with articles, essays, and announcements about topics related to people who are deaf-blind. Its purpose is to provide information and serve as a forum for discussion and sharing ideas. The intended audience includes deaf-blind individuals, family members, teachers, and other service providers and professionals.

  25. Resources • Able Data • http://www.abledata.com/abledata.cfm • AbleData provides objective information on assistive technology and rehabilitation equipment. • AbleData's most significant resource is the AbleData database of assistive technology, which contains objective information on almost 40,000 assistive products. For each product, we provide a detailed description of the product's functions and features, price information (when available), and contact information for the product's manufacturer and/or distributors.

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