Deaf-Blindness

IDEA Definition

(2) Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

INCLUSIVE EDUCATION/ PHYSICAL EDUCATION CONSIDERATIONS

Characteristic

Students who are both death and blind will have a vision of less than 20/200, and hearing loss of 25 decibels or more. Again, this may vary in severity for each student.

Strategy

When you work with a student who is deaf-blind pre-planning and designing lessons that are appropriate are quintessential for the success of inclusion. (Check UDL for Deaf-Blind Link Below) **Click standard print link on page**
When doing activities with a student who is deaf-blind, it is important that is the activity is going over basketball, but other equipment is being used for it, you should still call it basketball. This is done so that the student intrinsically has the satisfaction of playing basketball. (Check Adapting Games Link Below)

Characteristic

Can be aggressive when trying to communicate due to not knowing there surroundings.

Strategy

When communicating with students' who are deaf-blind there are many different approaches such as swell symbols which are raised tactile drawings or maps the student could use during activity. Another could be hand over hand modeling for the student. (Check the Communication Link Below)
When working with a Deaf-Blind student always make sure to introduce yourself when they enter and when you approach. Also when working with the student let know when you leave. When it comes to equipment, allow the student to have their own equipment and do not remove it from them unless they know. (Check Fact Sheet Link Below)

Characteristic

Student may exhibit rocking back and forth as well as show unstable balance.

Strategy

When working with a student who is deaf-blind they may rock back and forth for stimulation. To work on balance, you can have the student perform majority of the exercises such as squats, lunges, one legged holds, and etc. When starting out all exercises will need to be performed with assistance, and slowly removed until they can show independency. (Check NCHPAD Link Below)

Links & Supports