Topic Areas

Beyond the general information about deaf-blindness you will find on this website, there are three topics that are important to think about when designing instructional programs for students who are deaf-blind. Contact the program staff for your state if you feel you need some technical assistance in understanding or implementing any of the strategies about which information is presented.

Communication Strategies

Children and youth who are deaf-blind experience unique challenges in the development of communication skills. Their communicative behavior is influenced by the nature and degree of hearing and vision loss, and whether additional disabilities are present in the areas of motor and cognitive skills. It is safe to say that improving communicative competence is a priority goal for any team that is supporting a learner who is deaf-blind.

Standards-Based Instruction

With the goal of increasing post school outcomes for all students and ensuring that graduates are college and career ready, states have been directed to align teaching and curriculum with consistent national standards of skills and knowledge by grade level. All students’ learning, even those with intellectual disabilities, is to be assessed according to grade level content and core standards even if the curriculum is adapted to help with comprehension.

Transition

Transition is the movement from school to adult life.This section contains information and resources for youth with deaf-blindness around work, including customized employment; adult services that could provide supports during and after the transition from high school; links to transition related resources; including assistance from the Montana Deaf-Blind Project.