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Louisiana Deafblind Project Cassondra Glausier Coordinator Deafblindness: Defining, Educating & Empowering Children Resources for families.

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Presentation on theme: "Louisiana Deafblind Project Cassondra Glausier Coordinator Deafblindness: Defining, Educating & Empowering Children Resources for families."— Presentation transcript:

1 Louisiana Deafblind Project Cassondra Glausier Coordinator Deafblindness: Defining, Educating & Empowering Children Resources for families

2  Project Updates  What deafblindness?  Associated terminology  Prevalence of deafblindness  Causes of deafblindness  The challenges dual sensory impairments  Accurate identification practices  Resources for families and parents

3  Technical Assistance & Dissemination  Transferred To the Human Development Center  Office of Special Education Programs (5year)  Children birth through 21 years old  Both vision & hearing loss present  Services are at no cost & are confidential  A Deafblind Project is located in every state


5  Training, Support, and Resources  Information and Referral  IEP & Transition Teams  Technical Assistance to Families & Educators  Statewide Project & Registry  Resource Library  LA Deafblind Project Website  Project Facebook Page

6  Project website & other TA documents  Print or video resources  SPARKLE Project  Family-to-family network and call  Project sponsored trainings  Help in finding resources  Home and/or school visits  Facebook Page Resources

7 Information about the project  How do you refer a child?  What happens after a child is referred?  What assistance can be provided?  How does a family or service provider get assistance?  Where is assistance provided?  Is there a cost?  What are the benefits?

8 What happens after referral?  Referral packet reviewed  Potential phone calls for clarification on some questions  Intro binders mailed to parent and service provider: TA request forms, all tip sheets, newsletter & more  Introductory phone call and/ or visit


10 Federal Definition of Deafblindness “Concomitant of hearing and visual impairments, the combination of which causes such severe communication, developmental and education problems that the individual cannot be accommodated in programs solely for individuals who are deaf or blind.” (2004, IDEA)

11  Deafblindness is a disability of ACCESS to information and communication.

12 Children and youth with deafblindness have a combination of hearing AND vision loss that limits access to auditory and visual information, impacts communication, or restricts participation in daily activities and environments. The effects of the combined losses, even if both are mild, create unique challenges for the child, family, & educator.

13  Affects 10,000 children across USA  3 in 100,000 births  91 children in Louisiana  70 known causes  Louisiana high impact of Usher Syndrome  Any level of the dual sensory loss

14 The Diversity of “Deafblindness”  Although “deafblind” implies a total absence of vision and hearing, this is not the case with most individuals who are deafblind.  Most children and youth who are deafblind have some useable hearing and/or vision.  There is no single profile of a learner who is deafblind.


16  A deaf individual who cannot see Or  A blind individual who cannot hear Deafness + Blindness = Deafblindness

17  Deafblindness / Deaf-Blindness  Co-Occurring Sensory Loss  Dual Sensory Impairment / Loss  Combined Vision and Hearing Loss  Multidisabled (with sensory loss)

18  Usher Syndrome  CHARGE  Congenital Rubella  Severe Head Injury  Stroke  Cytomegalovirus  Meningitis  Undetermined  Hydrocephaly  Trisomy 21  Cornelia de Lange  Fetal Alcohol Syndrome  Maternal drug use  Tumors  Hydrocephaly  Direct Trauma  Prenatal/Congenital  Postnatal/Noncongenital  Microcephaly

19 Critical Factors that Influence the Impact of Deafblindness  Age at onset of loss  Degree, type, and stability of vision and hearing loss  Accompanying disabilities (90%)  Support variables

20  Children under identified  Children under referred  Under a different category  Community awareness  Understanding of the term deafblind  Accommodations consider both losses

21  Address sensory loss early to optimize sensory function.  Appropriate intervention of developmental and/or academic challenges.  Access and communication needs are identified and supported through strategies and possible adaptive equipment.

22 Impact of Deafblindness  Sensory  Social and Emotional / Relationships  Communication ◦ Receptive ◦ Expressive  Motor / Movement  Limited access to information  Cognitive / Learning / Academics  Activities of Daily Living / Self Help

23 Learning Impact A great deal of learning comes from observing and imitating of what others are doing.  Child may develop unique learning style.  Concept development  External / internal world confusion.  May develop fragmented or distorted concepts due to lack of full experience.  Abstract concepts may be more difficult to learn

24 Look for us on Facebook

25  Project SPARKLE –  Family Engagement Network


27  National Consortium of Deafblindness  American Association of Deafblind  National Association for the Deafblind  Helen Keller National Center  Texas School for the Blind/Visually Impaired  Perkins School for the Blind 

28  Louisiana Deafblind Project  Louisiana for the Deaf & Visually Impaired  Federal Quota Funds  Affiliated for the Blind  Lighthouse Louisiana  Louisiana Rehabilitation Services  Louisiana Center for the Blind

29 If you have a child who has a hearing and vision loss at the same time and would like assistance who do you contact? Louisiana Deafblind Project

30 Cassondra Glausier 504-556-7585 (Office)

31  Hand in Hand  Remarkable Conversations  Deaf-Blind Perspectives  Deaf-Blind Infants and Children: A Developmental Guide, by J.M.  McInnes and J.A. Treffry, University of Toronto Press, Toronto, Canada, 1997.National Consortium on Deaf-blindness  Thanks to the following projects: NV, NM, UT, NY, MN, CO, WY

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