Individuals with deaf-blindness have unique needs in he areas of communication, mobility, and sensory development that must be addressed. Intervention during the early developmental period is critical for the emotional, social, communication and cognitive development of the child. This paper will detail some basic principles of educational programming for individuals with deaf-blindness, describe needs for the future, and will state the position of DVI regarding their education and service. Principles of Educational Programming 1. Early identification of sensory deficits is essential to provide optimal opportunities for individuals with deaf-blindness.
Communication is the cornerstone of an educational plan for a student who has deaf-blindness.
No one mode of communication is appropriate for all individuals with deaf-blindness. A deaf-blind individual s needs, abilities and preferences should determine the primary mode of communication. Educational placements for children and youth with deaf-blindness should be selected on the basis of individual abilities and needs rather than predetermined by an educational label or type of service currently available. Age of onset of sensory impairments, amount of auditory and visual impairments, mode of communication, cognition, and existence of additional disabilities are major factors in determining the appropriate educational settings. Teachers who have had specific training in the educational specialty of deaf-blindness are necessary to provide optimal integrated programming for students with dual sensory impairments.