Perspectives and Experiences of DeafBlind College Students

DeafBlind individuals are resilient human beings who face significant and complex challenges in all aspects of life. Challenges include access to information, communication, academics, social activities, identity, independence, mobility, and moving around in the world Recently, more DeafBlind students are attending higher education institutions. Therefore, this study focuses on discovering experiences and perspectives of DeafBlind college students who attend a bilingual and bicultural university for sighted Deaf students, where there are a limited number of DeafBlind students. Personal interviews and observations are used to explore how DeafBlind adults navigated college life and what coping strategies they used to overcome academic and social challenges. A grounded theory-based approach was used as an analysis, as there is limited information and research available about DeafBlind college individuals. Insights and strategies are provided to support new DeafBlind students who plan to attend post-secondary education or are already attending college. Keywords: DeafBlind Adults, College, Communication, Academics, Social, Strategies Imagine individuals who are DeafBlind (1) and do not have full access to the world; their access is only to the end of their fingertips (Miles, 2008). Imagine being a DeafBlind student and attending a sighted (2) college. These individuals are a unique group with exceptional individual communication abilities and preferences, with multitude of challenges that impact their academic, social, and emotional development (Chen, 2004; Vervloed, van Dijk, Knoors, & van Dijk, 2006). DeafBlind individuals need opportunities to explore, create, question, share, and stimulate their senses on all levels; academically, linguistically, socially, emotionally, and physically. These opportunities allow them to learn about their surroundings and interact with others who are sighted or non-sighted. Most, if not all, DeafBlind individuals rely on additional modes of learning and communication, such as touch to receive reliable access to clear visual and auditory information (Miles, 2003; MN DeafBlind Technical Assistance Project, n.d.). Through visual and/or tactile communication, DeafBlind individuals can access language, engage in lifelong learning, and build relationships with others. Using hands tactually plays a critical role in all areas of human development especially with communication and language (Miles, 2003). Language is the basic foundation for DeafBlind individuals to communicate, connect, and build relationships with others (Chen, 2004; Vervloed et al., 2006). Limited research has been conducted on this small population (Vervloed et al., 2006) and even less is known about DeafBlind college students. It has been found that DeafBlind individuals now have more opportunities to attend college with their peers due to support services, increased awareness, and current federal laws such as the Americans with Disabilities Act (ADA) of 1990 (Arndt, 2010, 2011; J. Shaumeyer, personal communication, February 6, 2015). How DeafBlind students access education and social opportunities differ from those who are Deaf, hearing, or sighted. While college life is rewarding and challenging for students who are hearing and sighted, it was known to bring complex challenges and barriers for students who are DeafBlind. How are they engaged in college life? What kinds of support systems do they experience to ensure that they have positive academic and social experiences? There is multitude of information that includes resources and strategies for DeafBlind children and adults that relate to support systems. Information includes background on deafblindness, different types of communication systems, individualized and inclusive education for children, educational support services, reasonable accommodations in the community and workplace, transition planning, technological devices, and rehabilitation services (Chen, 2004; Correa-Torres, 2008; Deasy & Lyddy, 2009; Hart, 2006; Preisler, 2005; Vervloed et al. …