I was a person who identified as culturally Deaf but at the same time had progressive vision loss. I embraced my Deaf identity, but I did not embrace any inkling of identifying myself as a DeafBlind person considering the stigma associated with it. Due to that stigma, the journey of identifying as a DeafBlind person is difficult mentally,…

Introduction: This study examined the interstate variability in eligibility criteria for the disability category of deafblindness. Methods: We systematically reviewed and coded information related to the location of state data, the use of federal language in state definitions, additional eligibility criteria (i.e., disability eligibility…

This article describes one family's journey with their child, Teresa, who was diagnosed with a mild-to-moderate hearing loss in her left ear and a condition known as hypotonia shortly after birth. Through the course of several tests and diagnoses over the years, Teresa was diagnosed as deaf-blind. After Teresa's needs outgrew what Maryland School…

To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most…

At the specific request of the West Virginia Board of Education (WVBE), the Office of Support and Accountability conducted a follow-up review of the West Virginia School for the Deaf and the Blind (WVSDB), April 27-28, 2022, to obtain specific information regarding progress the school has made in addressing the areas of noncompliance identified as…

This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about students with dual sensory loss who also have significant cognitive disabilities, as well as recommendations for identification and implications for instruction. The…

This article presents an overview of recommended practices for assessing students who are deaf/hard of hearing, visually impaired, or deafblind. These recommendations were originally derived from a systematic review of research studies, policy documents, and professional literature on assessment (1990-2013) for the Collaboration for Effective…

The National Deaf-Blind Child Count is conducted each year to supplement OSEP's Federal Part C and Part B child counts, which include children as deaf-blind only when deaf-blindness is their single disability. In contrast, the National Deaf-Blind Child Count includes children whose disability is solely deaf-blindness, as well as those who have…

In recent years, teacher trainees have seen an increase in the number of students with both vision and hearing loss. The faculty of Vanderbilt University's master's degree program in education of the deaf wrote and received a grant from the U.S. Department of Education's Office of Special Education Programs to address the needs of these unique…

Purpose: The Ohio Deans Compact sponsored a study of the supply of and demand for educators to serve Ohio students with low incidence sensory disabilities (LISD). Conducted from August through December 2020, the study appears to be the first of its kind in North America. Such educators include teachers of the hearing impaired, teachers of the…

This paper presents the essential programming components resulting from a systematic review of research studies, legislation, and policy documents on the topic of administration issues in educational programming for students who are deaf/hard of hearing, visually impaired, or deafblind. It is recommended that educational teams should include a…

The annual National Deaf-Blind Child Count is the world's first and longest running count of children who are deaf-blind. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deaf-Blindness (NCDB) and state deaf-blind projects throughout the country, including those in the…

Instruments that are used for diagnosing of, or screening for, autism spectrum disorder (ASD) may not be applicable to people with sensory disabilities in addition to intellectual disabilities. First, because they do not account for equifinality, the possibility that different conditions may lead to the same outcome. Second, because they do not…

The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center at the University of Florida (http://ceedar.education.ufl.edu/) is a national technical assistance center dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve…

This report is the 34th edition of the annual National Deaf-Blind Child Count, the first and longest running count of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deaf-Blindness (NCDB), its predecessors, and state…