Deaf-blindness Disability
A deaf-blindness disability is a communicative disorder which is an impairment in the ability to receive, send, and comprehend concepts of verbal, nonverbal systems. A deaf-blindness communication disorder may be evident in the processes of hearing, language, and/or speech. It may range in severity from mild to profound and it may be developmental or acquired. A deaf-blindness disability may result in a primary disability or it may be secondary to other disabilities.
organizational Resources
http://www.dads.state.tx.us/providers/DBMD/
The Department of Aging and Disability Services provides home and community-based services to people who are deaf-blind with multiple disabilities.
http://www.perkins.org/resources/scout/transition/multiple-disabilities.html
This page explains to students with deaf-blindness or multiple disabilities, how to prepare for the transitions from the school years to adult life. It is an informational site that is good for both parents and educators.
The Department of Aging and Disability Services provides home and community-based services to people who are deaf-blind with multiple disabilities.
http://www.perkins.org/resources/scout/transition/multiple-disabilities.html
This page explains to students with deaf-blindness or multiple disabilities, how to prepare for the transitions from the school years to adult life. It is an informational site that is good for both parents and educators.
Documents
http://www.perkins.org/resources/educational-publications/deafblindness-educational-service-guidelines/
2)PowerPoint:
web.mnstate.edu/severson/Chapter14.ppt
Strategies
http://www.livestrong.com/article/14717-classroom-strategies-for-inclusion-of-students-with-communication- and-learning-disorders/
Get teachers and parents involved on the team to help these students. Accept personal limitations in addressing students with Deaf-blindness Disability. Accept the students with this disability as people and not as a diagnosis. Organize classroom to address the auditory and visual distracting stimuli.
https://nfb.org/Images/nfb/Publications/fr/fr29/2/fr2902tc.htm
This special issue of Future Reflections focuses on blind children with additional disabilities at home, at school, and in the community. Many of the articles are written by parents, and some are the work of professionals who offer original thinking and innovative practical suggestions. Some contributions come from blind adults who have lived with multiple disabilities since childhood.
Get teachers and parents involved on the team to help these students. Accept personal limitations in addressing students with Deaf-blindness Disability. Accept the students with this disability as people and not as a diagnosis. Organize classroom to address the auditory and visual distracting stimuli.
https://nfb.org/Images/nfb/Publications/fr/fr29/2/fr2902tc.htm
This special issue of Future Reflections focuses on blind children with additional disabilities at home, at school, and in the community. Many of the articles are written by parents, and some are the work of professionals who offer original thinking and innovative practical suggestions. Some contributions come from blind adults who have lived with multiple disabilities since childhood.