During that year, he was hit by a car on two occasions and had several accidents on the subway platforms and stairways of the transit system. He had never been shown or given a cane, despite the fact that his school had known for years that he had Usher syndrome. Early intervention would have made a tremendous difference in this young man's life. He was having significant problems in traveling safely, and he knew he needed training. If he had received even the most basic information about a cane and been given one, he might have carried it with him for identification during this waiting period for services, and the accidents he experienced would, in all likelihood, have been avoided.
Most students receive no services in school until vision loss has reached an extreme level.
In many cases, the problems and issues of the student with Usher syndrome are not discussed or addressed at all. Often, it is not until the student graduates and begins to explore options for adult life that students come in contact with specialized services. This experience is common and often results in crises occurring rather than being prevented. Interpreters are not always used, making it extremely difficult for rapport and trust to develop between student and teacher and impossible for adequate exchange of information or education to take place. The inability to communicate comfortably with the hearing public is a common frustration for students with Usher syndrome.