(name of project)

1
Deafblindness Identification Referral
Information

• (name of project)

2
Goals of Training

• Participants will understand
• What deafblindness or a dual sensory impairment
  is
• The diverse nature of deafblindness
• Critical factors influencing the effects of
  deafblindness
• The challenges or impact of dual sensory
  impairments
• Accurate identification practices and outcome
• Appropriate referral sources and practices.

3
(No Transcript)
4
Faces of Deafblindness

• (add the faces of the children from your project)

5
Federal Definition of Deafblindness

• Deafblindness, or dual sensory impairment, refers
  to the concomitant hearing and visual
  impairments, the combination of which causes such
  severe communication and other developmental and
  education problems that the individual cannot be
  accommodated in programs solely for individuals
  who are deaf or blind.
• (2004, IDEA)

6
State / Project Definition of Deafblindness

• Project and/or State Definition

7
Other Terminology

• Deafblindness / Deaf-Blindness
• Co-Occurring Sensory Loss
• Dual Sensory Impairment / Loss
• Combined Vision and Hearing Loss
• Multidisabled (with sensory loss)

8
The 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.

9
How Might Vision Be Impacted?

• Low vision (visual acuity of 20/70 to 20/200)
• Legally blind (visual acuity of 20/200 or less or
  field restriction of 20 degrees or less)
• Light perception only
• Totally blind
• Other Concerns
• Diagnosed progressive loss or fluctuating vision
  loss
• Suspected vision loss.

10
Types of Vision Loss

• History of Untreated Eye Condition(s)
• Ocular Visual Impairment
• Cortical or Cerebral visual impairment (CVI)
• Learning Impacted by Vision Functional Vision
  Loss

11
How Might Hearing Be Impacted?

• Severity of Hearing Loss
• Mild loss (26-40 dB loss)
• Moderate (41-55 dB loss)
• Moderately severe (56-70 dB loss)
• Severe (71-90 dB loss)
• Profound (91 dB loss)
• Other Concerns
• Diagnosed progressive loss or fluctuating hearing
  loss
• Suspected hearing loss.

12
Types of Hearing Loss

• Conductive Hearing Loss
• History of Otitis Media
• Sensorineural Loss
• Mixed Hearing Loss
• Auditory Neuropathy
• Central Auditory Processing Disorder
• Unilateral Loss
• Cochlear Implant

13
Who is Deafblind?

• The next series of slides will highlight what
  degree of vision and hearing loss would likely be
  combinations that result in deafblindness.

14

Degree of Vision
Normal Vision
Low Vision (best corrected to 20/70)
Blind - legally,LP, field loss, totally)
Progres-sive Loss
CVI
15
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision
Low Vision
Blind
Progres-sive Loss
CVI
16
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both
Low Vision
Blind
Progres-sive Loss
CVI
17
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH)
Low Vision
Blind
Progres-sive Loss
CVI
18
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH
Low Vision
Blind
Progres-sive Loss
CVI
19
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree
Low Vision
Blind
Progres-sive Loss
CVI
20
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision
Blind
Progres-sive Loss
CVI
21
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI)
Blind
Progres-sive Loss
CVI
22
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI)
Blind VI
Progres-sive Loss
CVI
23
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI)
Blind VI
Progres-sive Loss Depends on degree
CVI
24
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI)
Blind VI
Progres-sive Loss Depends on degree
CVI VI
25
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB)
Blind VI
Progres-sive Loss Depends on degree
CVI VI
26
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB
Blind VI
Progres-sive Loss Depends on degree
CVI VI
27
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB
Blind VI
Progres-sive Loss Depends on degree
CVI VI
28
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI
Progres-sive Loss Depends on degree
CVI VI
29
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB
Progres-sive Loss Depends on degree
CVI VI
30
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB
Progres-sive Loss Depends on degree
CVI VI
31
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB
Progres-sive Loss Depends on degree
CVI VI
32
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree
CVI VI
33
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree DB
CVI VI
34
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree DB DB
CVI VI
35
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree DB DB DB
CVI VI
36
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree DB DB DB DB
CVI VI
37
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree DB DB DB DB
CVI VI DB
38
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree DB DB DB DB
CVI VI DB DB
39
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree DB DB DB DB
CVI VI DB DB DB
40
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Deaf/Hard of Hearing (DHH) DHH Depends on degree DHH
Low Vision Visually Impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind VI DB DB DB DB
Progres-sive Loss Depends on degree DB DB DB DB
CVI VI DB DB DB DB
41
Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing Degree of Hearing
Degree of Vision Normal Hearing Hard of Hearing (mild-moderate) Deaf (severe to profound) Progres-sive Loss Auditory Neuro-pathy
Normal Vision Normal for both Hearing impaired Hearing impaired Depends on degree Hearing impaired
Low Vision Visually impaired (VI) Identified as Deafblind (DB) DB DB DB
Blind - VI DB DB DB DB
Progres-sive Loss Depends on degree DB DB DB DB
CVI VI DB DB DB DB
42
Ask Yourself

• Does the learner have enough vision to compensate
  for his or her lack of hearing?
• Does the learner have enough hearing to
  compensate for his or her lack of vision?
• If the answer is no to either or both questions,
  the learner can be defined as being deafblind.
  
• (Alsop, 2001)

43
Label Distinction

• Deafblindness
• Multiple Disabilities
• When students are identified as having multiple
  disabilities rather than deafblindness, the
  impact and needs of the combined vision and
  hearing loss should be recognized and addressed
  (NCDB, 2007).

44
Prevalence of Deafblindness

• National Statistics
• 3 in 100,000 births
• Add age data from John K

45
State Demographics

• Identified children and youth in (state)
• __ of Girls ___ of Boys
• of infants and toddlers
• of preschools
• of elementary school age students
• of middle school age students
• of high school age students
• of transition program age students

46
Causes of Deafblindness

• Hereditary
• Chromosomal
• Syndromes or Disorders
• Prenatal / Congenital Complications
• Postnatal / Noncongenital
• Complications of Prematurity

47
Leading National Causes

• Heredity
• Prematurity
• Prenatal Complications (TORCH)
• Postnatal Complications (meningitis)
• CHARGE Syndrome
• Microcephaly
• Hydrocephaly
• Usher Syndrome
• Undetermined

48
Examples of DB-Related Syndromes

• Aicardi Alport Alstrom
• Bardet-Biedl Cockayne Cogan
• Cri du Chat Down Edwards
• Fetal Alcohol Goldenhar Hallgren
• Hunter Marfan Mobius
• Pierre Robin Refsum Stickler
• Sturge-Weber Treacher Collins Turner
• Usher( I, II, II)

49
Leading Causes in (State)

• (personalize to your state)

50
How is Deafblindness Identified

• Eye Care Specialists confirm visual diagnosis,
  status, treatment options, and prognosis
• Audiologists confirm auditory status and
  listening device options.
• School personnel, as appropriate to eligibility,
  determine functional status of vision and/or
  hearing.

51
The Challenge of Deafblindness

• The challenge faced by people with both hearing
  loss and vision is much greater than just the sum
  of the two losses. The problem is not additive,
  but multiplicative.
• (-vision) x (-hearing) (challenge)2
• In many ways, deafblindness is a disability of
  access to information and communication.

52

• People rely upon information about the world
  around them, in order to learn, function, and
  interact with others. Vision and hearing are the
  major senses through which this information is
  access. Individuals, who have vision and hearing
  loss or deafblindness, are unable to access this
  essential information in a clear and consistent
  way. Deafblindness is a disability of access
  access to visual and auditory information.
• (Alsop, Blaha, Kloos, 2000)

53
Importance of Identification

• Concomitant vision and hearing loss is likely to
  impact all facets of development. Early
  identification helps to ensure
• early possible treatment of sensory loss
  conditions 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.

54
Critical Factors that Influence the Impact of
Deafblindness

• Age at onset of loss
• Degree, type, and stability of vision and hearing
  loss
• Accompanying disabilities
• Support variables

55
Critical Factors that Influence the Impact of
Deafblindness

• Age at onset of loss
• Congenitally deafblind
• Adventitiously deafblind
• One sense congenitally impaired other loss
  acquired

56
Critical Factors that Influence the Impact of
Deafblindness

• Degree, type, and stability of vision and hearing
  loss
• Low Vision to Blindness
• Mild to Severe Hearing Loss
• Ocular and/or cortical
• Conductive , sensorineural, auditory neuropathy,
  and/or central auditory processing
• Progressive losses

57
Critical Factors that Influence the Impact of
Deafblindness

• Accompanying disabilities
• Cognitive impairments (66)
• Communication / Speech / Language (need data)
• Physical impairments (57)
• Complex health care issues (38)
• Behavior challenges (9)
• Other (30)
• It is estimated that more than 90 of children
  who are deafblind have one or more additional
  disability or health problem.

58
Support Variables

• Family / Community Support
• Financial Support
• Educational Team Support
• Adapted Equipment Support
• Specialized Instruction Support

59
Impact of Deafblindness

• Sensory
• Social and Emotional / Relationships
• Communication
• Receptive
• Expressive
• Motor / Movement
• Limited access to information
• Cognitive / Learning / Academics
• Activities of Daily Living / Self Help

60
Deafblindness affects EVERY aspect of an
individuals life.
61
Collaboration is Critical

• Unique demands are placed on families who have a
  child with a vision and hearing loss
• Many professionals will be involved with a child
  who has a hearing or vision loss
• Successful transitions require careful and
  respectful teamwork
• Appropriate monitoring of child progress requires
  all members to watch carefully
• (Chen, 1997 Miles, 1995)

62
Impact of Deafblindness Emotional Attachment

• Challenges to emotional attachment and bonding
  for both caregivers and child.
• Much of our early bonding occurs through use of
  eye contact, reading and responding to body
  language, facial expressions, and sounds.
• A confusing or unpredictable response from
  infant/child that is difficult to interpret can
  lead to a weak or unpredictable response from the
  child.

63
Social Emotional Development

• Bonding and attachment behaviors
• Relationships with family, peers, providers,
  workers
• Sense of self and body image
• Reinforcement (motivation)
• Perception of safety
• Isolation

64
Sensory Impact

• When one or two senses are compromised or absent,
  care should be taken to understand the sensory
  learning profile of the child.
• Sensory use is very individualized.
• The learner may rely greatly on a sense that has
  even significant compromise.
• The child may be at risk for sensory overload.
• Touch may or may not be a dominant learning
  avenue initially.

65
Communication Impact

• Everyone communicates.
• Early communication involves reading cues and
  reinforcing intention. Reading cues is an
  ongoing communication skill.
• Early communication involves movement.
• The learner may not understand his or her actions
  influence those around him or her or caused
  something to happen.

66
Communication Impact

• Limited or reduced opportunities to acquire
  symbols to represent their communication.
• All learners need repetitive, meaningful exposure
  to incidental use of objects, pictures, sign
  language, speech.
• May have difficulty finding communication
  partners.
• May have difficulty finding common topic.

67
Behavior is Communication

• All behavior is communicative.
• Everyone communicates needs and wants.
• Behavior does not have to be intentional to be
  communicative.
• Behaviors may be the result of the lack of a
  viable communication system.
• Behaviors serve a purpose for the child.
• Behavior is influenced by events in the setting.
• Understanding the message behind problem
  behaviors can be difficult.
• If a learner cannot express wants and needs,
  behavior issues are likely to develop.

68
Accessing Information Impact

• If a child can access information, he or she is
  in a position to learn. Access is our job.
• Vision and hearing are our distance senses
• Hearing is our only sense that can bend around
  corners.
• Vision takes in more information all at once than
  any other sense (gestalt and detail).
• Even a mild hearing / vision loss can have a
  serious impact.

69
The Ability to Learn

• Learners who are deafblind are not limited by
  what they can learn but by how and what we teach
  them using effective strategies

70
Learning Impact

• A great deal of learning comes from observing
  and imitating of what others are doing.
• Child may develop unique learning style.
• Concept development
• External / internal world confusion.
• May develop fragmented or distorted concepts due
  to lack of full experience.
• Abstract concepts may be more difficult to learn

71
Learning Impact

• Incidental learning
• More likely to require formal / deliberate
  instruction on topics others acquire
  incidentally
• Mental imagery
• Challenging to construct mental images of simple
  objects
• Academics
• Access to the general education curriculum
• Accommodation and modifications
• Access to materials, technology , and equipment
• Adapted materials / equipment

72
Movement Impact

• We learn through our movement and exploration.
• Vision loss may impact postural tone.
• Poor or absent vestibular and/or proprioceptive
  function will impact balance and movement.
• Vision loss impacts learning and moving through
  imitation.
• Seeing objects and hearing sounds influences
  motivation to interact with the environment
• When vision and hearing is impaired, motivation
  to move may be diminished.
• There may be challenges with concentrating on
  moving when being asked to communicate (etc.)

73
Activities of Daily Living / Self Help

• Deafblindness may impact all areas of self care.
• Sleeping be on a different schedule.
• Feeding may be affected due to a variety of
  reasons.
• Role of incidental learning / imitation.
• Further complications due to possible health
  concerns.
• Need for appropriate role models for self care.

74
It Is Important to Remember

• Children who are deafblind--
• Need to have appropriate pacing.
• Require thoughtful and unique educational
  approaches
• Can participate in any activity
• Communicate in a variety of ways

75

• What if you are working with a learner who is
  deafblind (within a specified age group per
  state) and would like assistance?
• Contact the (name of project and contact info)

76
Information 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?

77
Why refer to the project?

• Project newsletter other TA documents (e.g.,
  Tip sheets)
• Print or video resources
• Parent-to-parent network
• Family-to-family network and listserv (western
  states)

• Project sponsored trainings
• Help in finding resources
• Home and/or school visits
• Annual parent conference

78
What happens after referral?

• Referral packet reviewed
• Potential phone calls for clarification on some
  questions
• Intro binders mailed to parent and service
  provider
• TA request forms, all tip sheets, newsletter
  more
• Introductory phone call and/ or visit

79
National Resources

• National Consortium on Deafblindness
• (NCDB)
• National Family Association for Deaf-Blind
  (NAFDB)
• American Association of the Deaf-Blind (AADB)
• Helen Keller National Center
  (HKNC)

80
Regional Resources

• Family to Family Listserv
• Family Directory

81
State Resources

• Project contact information

82
Credits

• 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-blindness
• Thanks to the following projects NV, NM, UT, NY,
  MN, CO, WY