Stephen Christiansen

SPED 134

Deaf/blindness

Definition:
Federal (IDEA): Deaf/blindness means concomitant hearing and visual impairments, the
combination of which causes such severe communication and other developmental and learning
needs that need the persons cannot be appropriately educated in special education programs
solely for children and youth with hearing impairments or severe disabilities, without
supplementary assistance to address their education needs due to these dual, concurrent
disabilities.
Vic Baldwin: If the deficit in hearing and vision is sufficient to require special adaptations in
instruction in both the auditory and visual modes to produce maximum learning, then the person
qualifies to be identified as deaf/blind and should be included in the annual census. (Baldwin,
1995, p. 2)

Factors for IDEA Eligibility:

“A person needs, at a minimum, to have a visual acuity of 20/70 in the better eye with
correction and an auditory deficit of 30 dB in the better ear” (Baldwin, 1995, p. 5)

Vocabulary:
1. Usher Syndrome- Hereditary cause of congenital deafness and progressive
blindness, along with mental retardation
2. Incidental Learning- unintentional or unplanned learning that results from other
activities. It occurs often in the workplace and when using computers, in the process
of completing tasks (Baskett 1993; Cahoon 1995)
3. Tactual- Of or relating to the sense or the organs of touch.
4. Braille-A form of written language for blind people, in which characters are
represented by patterns of raised dots that are felt with the fingertips.
5. Sensitive- Quick to detect or respond to slight changes, signals, or influences
6. AADB- American Association of the Deaf/Blind
7. Intervener- Facilitates access to the environmental information that is usually
gained through vision and hearing, but which is unavailable or incomplete to the child
who is deafblind.
8. Myopia- Nearsightedness
Accommodations and Modifications:
Accommodations:
Accommodation Effects of Accommodation:

Classroom Large print/Braille

Taped textbooks
Reading machines
Handouts Receiving materials in a timely manner
Meet students early to give material

Modifications:
Modification Effects of Modification

Instruction Allow for oral response

Follow the student’s lead
Environment Appropriate lighting

Outside Source: Carmen Willings

“During discussions of social studies units, younger students can role-play jobs such
as waiter, banker, police officer, sales associate, fireman, etc. Role playing by dressing in
the clothing of a different culture, playing the music unique to that culture, and using tools
and sampling foods of the culture can help students make connections with some of the
more abstract concepts and topics required by the Standards. Incorporating the use of real
objects and materials when studying units can make the concepts more concrete and
interesting for all students. Be sure to use sturdy objects and materials, paying attention to
the size and nature of the object to allow for tactile exploration.
As students get older, and particularly for those following the standard course of study, the
school work will become increasingly complicated and abstract. Students will quickly move
beyond the scope of their school, neighborhoods, and cities and learn about neighboring
states and countries. Students will need to be able to read symbols, graphs and charts.

It is essential for classroom teachers and the Teacher of the Visually Impaired to
collaborate and work together closely in order for the TVI to have time to create accessible
maps and materials. Materials need to be ready in a timely manner so they will be ready
when classmates are presented with similar materials.  The TVI may also need to provide
models (ex., a model of a volcano, historical objects, etc.), depending on the topic.

It is important that students first receive instruction in reading maps and other materials
such as pie charts, bar graphs, and timelines. Also keep in mind that if videos are shown (as
frequently occurs in Social Studies classes), audio descriptions will need to be provided if
audio description is not available.”

Sources:
Smith, D. D. (2004). Introduction to special education: teaching in an age of opportunity ( 5th
ed.). Boston: Pearson/A and B.
Vocabulary list for Deafblind. (n.d.). Retrieved April 10, 2017, from
http://www.theinterpretersfriend.org/tech/vocab/vl/db.html
Social Studies Adapations for Students who are Blind or Visually Impaired. (n.d.). Retrieved
April 10, 2017, from http://www.teachingvisuallyimpaired.com/social-studies-adaptations.html