1Louisiana Deafblind Project Cassondra Glausier Coordinator Deafblindness: Defining, Educating & Empowering Children Resources for familiesLouisiana Deafblind ProjectCassondra GlausierCoordinatorThis is a template for each project to populate and tailor to their needs.1
2Goals of Training Project Updates What deafblindness? Associated terminologyPrevalence of deafblindnessCauses of deafblindnessThe challenges dual sensory impairmentsAccurate identification practicesResources for families and parentsPresenter’s Notes”Tailor goals according to the needs of your presentation.
3Louisiana Deafblind Project Technical Assistance & DisseminationTransferred To the Human Development CenterOffice of Special Education Programs (5year)Children birth through 21 years oldBoth vision & hearing loss presentServices are at no cost & are confidentialA Deafblind Project is located in every state
4LSU Health Science -NOLA Aftrer 20 years at DOE the dbp has moved to a university setting.
5Project Services Training, Support, and Resources Information and ReferralIEP & Transition TeamsTechnical Assistance to Families & EducatorsStatewide Project & RegistryResource LibraryLA Deafblind Project WebsiteProject Facebook Page
6Why refer to the project? Project website & other TA documentsPrint or video resourcesSPARKLE ProjectFamily-to-family network and callProject sponsored trainingsHelp in finding resourcesHome and/or school visitsFacebook Page Resources
7Information 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?Presenter’s Notes:
8What happens after referral? Referral packet reviewedPotential phone calls for clarification on some questionsIntro binders mailed to parent and service provider: TA request forms, all tip sheets, newsletter & moreIntroductory phone call and/ or visitPresenter’s Notes:State specific
9Presenter’s Notes:Many times the person that is most recognized / remembered as being deafblind is Helen Keller. While Helen and her teacher Annie Sullivan played an important role in increasing awareness of the educational needs of someone who is deafblind, there are many very different faces of combined vision and hearing loss.
10Federal 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)Presenter’s Notes:You may want to note that most teachers of children who are blind/visually impaired have overview training in deafblindness but most often do not have the equivalent of a deafblind specialist – and the same teachers of the deaf/hard of hearing. These professionals, like other educators and related service providers, will need training specific to working with a child who is deafblind.
11The Challenge of Deafblindness Deafblindness is a disability of ACCESS to information and communication.Presenter’s Notes:Access = incidental learning, viewing items in a room / classroom, seeing printCommunication: hearing sounds or other’s voices, watching body language, etc.
12Project Definition of Deafblindness 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.Presenter’s Notes:The definition on this page may directly from your state’s educational statutes and/or an umbrella definition that your project uses.
13Prevalence of Deafblindness Affects 10,000 children across USA3 in 100,000 births91 children in Louisiana70 known causesLouisiana high impact of Usher SyndromeAny level of the dual sensory lossPresenter’s Notes:
14The 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.Presenter’s Notes:Discuss the individuality of deafblindness with examples of children / students on your state census.Detail different combinations of sensory loss to make the point on diversity: blind with mild loss; deaf with cortical visual impairment, etc.“Once you have met one individual with deafblindness, you have met ONE individual with deafblindness.”
15Faces of Deafblindness Presenter’s Notes:Include photos of children and youth in your state (with appropriate permission) to highlight the diversity of deafblindness.
16An individual who is deafblind is not: A deaf individual who cannot seeOrA blind individual who cannot hearDeafness + Blindness = Deafblindness
17Other Terminology Deafblindness / Deaf-Blindness Co-Occurring Sensory LossDual Sensory Impairment / LossCombined Vision and Hearing LossMultidisabled (with sensory loss)Presenter’s Notes:Different states may use different umbrella names. Parents may have a preference for how their child’s dual sensory loss is described..
18Primary Causes of Deafblindness Usher SyndromeCHARGECongenital RubellaSevere Head InjuryStrokeCytomegalovirusMeningitisUndeterminedHydrocephalyTrisomy 21Cornelia de LangeFetal Alcohol SyndromeMaternal drug useTumorsHydrocephalyDirect TraumaPrenatal/CongenitalPostnatal/NoncongenitalMicrocephaly
19Critical Factors that Influence the Impact of Deafblindness Age at onset of lossDegree, type, and stability of vision and hearing lossAccompanying disabilities (90%)Support variablesPresenter’s Notes:Support variables might include the family’s level of support from the community, the church/temple, the extended family etc.
20Low Incidence Challenges Children under identifiedChildren under referredUnder a different categoryCommunity awarenessUnderstanding of the term deafblindAccommodations consider both lossesLost in multiple disability category or families not ready to accept or cope with the combo VI HI
21Importance of Early Identification 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.Presenter’s Notes:Resource – Early ID articleMay want to give examples of identification at an early age with a congenital dual loss versus an older student who has a loss such as later vision loss with Usher syndrome.
22Impact of Deafblindness SensorySocial and Emotional / RelationshipsCommunicationReceptiveExpressiveMotor / MovementLimited access to informationCognitive / Learning / AcademicsActivities of Daily Living / Self HelpPresenter’s Notes:Be sure to describe that this is a not a sequential list – but that each domain will be discussed separately. One domain influences the next.The project may want to switch the order of the slides per their perception of what comes first etc.
23Learning ImpactA great deal of learning comes from observing and imitating of what others are doing.Child may develop unique learning style.Concept developmentExternal / internal world confusion.May develop fragmented or distorted concepts due to lack of full experience.Abstract concepts may be more difficult to learnPresenter’s Notes:External / internal world confusion – learner’s understanding of where he or she leaves off and the world begins.Abstract concepts – the light from the moon, a cobweb, etc.Note under concept development: distinguish between a concrete and an abstract concept. Concrete = apple. Abstract = time tomorrow.Important to set the stage that a primary focus of teaching is preteaching the needed concepts of a classroom task or lesson. Concepts will need to be taught directly – this is our work. Once taught, we must also focus on generalization. Our work is never done in this area of teaching.Concept article from DB Perspectives by Barbara Miles would be a good tandem resource.<http://nationaldb.org/NCDBProducts.php?prodID=29>Give definitions of these words. Come up with vignettes per definition.
27National Resources National Consortium of Deafblindness American Association of DeafblindNational Association for the DeafblindHelen Keller National CenterTexas School for the Blind/Visually ImpairedPerkins School for the Blind
28State Resources Louisiana Deafblind Project Louisiana for the Deaf & Visually ImpairedFederal Quota FundsAffiliated for the BlindLighthouse LouisianaLouisiana Rehabilitation ServicesLouisiana Center for the BlindPresenter’s Notes:
29Louisiana Deafblind Project MaryAnn DemchakOctober 6, 2008If 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 ProjectPresenter’s Notes:Review the age range of individuals with whom the project works. Briefly refer back to the criteria for who is deafblind.Nevada Dual Sensory Impairment Project29
30Contact the Project: email@example.com Cassondra Glausier (Office)
31Credits 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-blindnessThanks to the following projects: NV, NM, UT, NY, MN, CO, WYPresenter’s Notes: