Deafblindness is defined under the Individuals with Disabilities Education Act (IDEA) as “concomitant (simultaneous) 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."
Simply put, if a child has a teacher of deaf/hard of hearing and a teacher of blind/visually impaired on his/her Individualized Education Program (IEP) team, then members should consider the Minnesota Rule for Deaf-Blind. Deafblindness does not only mean a child is fully deaf and fully blind; it includes a wide range of hearing and sight levels that occur at the same time and have a significant, unique impact. If a student meets criteria for deaf/hard of hearing and blind/visually impaired, deafblindness should be seriously considered. Deafblindness criteria also includes students at risk of developing deafblindness, including students with Usher Syndrome and CHARGE Syndrome.
Deafblindness impacts access to people, language, communication, as well as the environment in school, home, and community. “Deafblindness is a unique disability and not the sum total of vision and hearing loss” (Miles, B. and Riggio, M. (1999)).To address the need to provide access to students who are deafblind, the Minnesota Low Incidence Project: DeafBlind and the Minnesota DeafBlind Project share funding to train interveners to work with students. This training includes specialized knowledge and skills related to deafblindness.
In order to increase understanding and skills for teachers, the Minnesota Low Incidence Project: DeafBlind also provides workshops for its Community of Practice.
In addition, the Deafblind Mailing List is available to distribute information. Any professional who is working with students who are deafblind are encouraged to subscribe. This includes teachers of blind/visually impaired (B/VI), teachers of deaf/hard of hearing (D/HH), teachers of developmental and cognitive disabilities (DCD), occupational therapists (OTs), physical therapists (PTs), speech-language pathologists (SLPs and teachers of students with other health disabilities (OHD). Approximately 90 percent of students who are deafblind also have additional disabilities that impact multiple areas of development, thus IEP teams may include large numbers of professionals who teach and serve them.
Statewide Resource Contact:
Ann L. Mayes, M.A.
Statewide DeafBlind Specialist
Minnesota Low Incidence Projects
2 Pine Tree Drive
Arden Hills, MN 55112
612-314-9130 Text Only