The services of the Minnesota DeafBlind Project are free to schools and families. To see if your student qualifies, view the DeafBlind Definition and criteria from Minnesota Rules-Department of Education. If you wish to make a referral to the DeafBlind Project, please call 612.638-1531 or 1-800-848-4905 or download the referral packet below:
Deafblindness encompasses a spectrum from mildly hard of hearing plus mildly visually impaired to totally deaf and blind. The later constitutes only 6% or less of all identified children who are DeafBlind nationwide.
Most have some usable vision and/or hearing.
that students have in educational and other settings include:
- Distorted perceptions: Difficulty in
grasping the whole picture or relating one element to the whole.
of anticipation: Difficulty in knowing what is going to happen next because
the context normally provided through ‘overseeing’ or ‘overhearing’ information
and cues is missing or distorted.
- Lack of motivation: The motivating
factors may be missing from a situation, going unseen or unheard.
of incidental learning: Firsthand individualized experiences are a much
more effective way for a someone who is DeafBlind to learn than incidental observation
or group experiences.
Effective teaching strategies and techniques
- Help the learner communicate and understand communication
of many types.
- Make use of the residual hearing and the residual vision,
but not regard hearing or vision as all or nothing. Know what the learner can
and cannot hear or see and how it changes in different environments. Establish
the printed Communication Bubble and understand
the relative importance of all five senses.
the use of touch
since hands may be the link to everything and everybody.
- Give plenty of
time for reactions and decisions. With less access to context, it may take longer
to ‘put the pieces together’.
- Build a strong relationship.
positive self-esteem by giving the learner opportunities for choices.
to the learner’s actions and communication attempts as they happen.
immediate feedback to their actions, including reinforcing success and giving
strategies to refine their actions.
- Plan experiences so that problem solving
- Use functional activities that can be learned in the natural
routines of the day.
- Plan activities and experiences so they involve the
learner at every step, from start to finish, of an activity. Too often, people
and objects appear as if by magic and disappear the same way.
the use of Experience Books to give the emerging communicator a way to have a
conversation about what they have experienced.
- Let the learner know who
is in the room, when they enter and leave if they are not able to see. Even if
they can see a person enter, they may not be able to discriminate who that person
- Include communication in all aspects of the IEP.
in children who are DeafBlind is routinely underestimated. Because such children
are "input impaired" and no method is available medically or educationally to
assess actual mental processing, the only option is to evaluate output. Beware!
Garbage In-Garbage Out. No standardized tests are available which accurately
assess any individual who is DeafBlind. However, the goal is to provide information
to the educational team and the family about the current level of functioning,
and this can be done in various ways. A listing of
assessment materials is available on DB-LINK.
Developmental Timeline may be used to enhance understanding of past medical
and developmental histories and can be kept with the records.
average size of a team for a DeafBlind student is 13. Half of the team will
turn over each year and all the personnel on the team will usually be completely
replaced within 3 years. For this reason, team communication is essential. Only
2 teachers in Minnesota have degrees specifically in DeafBlind education. A few
more have dual certification in deaf/hard of hearing and blind/visually impaired.
This means that the team members will need to learn from each other. Because
the strategies used to teach hearing impaired students involve visual accommodations,
and strategies used for the visually impaired involve hearing, the recommendations
may not be appropriate for a child with dual sensory impairment. The best results
are obtained when these educators meet face-to-face on a regular basis (weekly
to monthly) to talk to each other, do observations, interventions and/or help
the other members of the team understand the impact of the sensory losses on all
aspects of school work.
members of the educational team are individuals who provide one-on-one assistance to the child with vision and hearing losses.
They become the auxiliary eyes and ears for the student. Unlike an interpreter for the deaf, they will need to tell the student what is taking place apart from
the words that are spoken. They may describe or facilitate exploring the environment.
They may need to let the student know when someone enters or leaves the room if
the student cannot see that for him or herself. Such individuals require specialized training. A 66-hour training, utilizing experts around the globe has been offered through the MN DeafBlind Project for the past 9 years. Contact the Education Consultant for more information. For more information about School-based Interveners in Minnesota, click here.