Improving Access for Students Who Are Deaf-Blind Through Collaboration.
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| Title: | Improving Access for Students Who Are Deaf-Blind Through Collaboration. |
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| Authors: | Schles, Rachel Anne1 (AUTHOR) Rachel.Schles@Vanderbilt.edu, Low, Jasmine1 (AUTHOR), Conway, Allison2 (AUTHOR), Petersen, Danielle M.3 (AUTHOR) |
| Source: | Teaching Exceptional Children. May/Jun2026, Vol. 58 Issue 5, p298-306. 9p. |
| Subject Terms: | *Individualized education programs, *Teaching teams, *Sensory disorders, *Means of communication for deaf people, *Authentic assessment, Peer communication, Professional employees, Transition to adulthood |
| Abstract: | This article focuses on educational strategies and collaborative practices to support students who are deaf-blind, illustrated through case examples of two students, Maya and Antonio, with complex sensory and additional disabilities. It emphasizes the importance of individualized education programs (IEPs) informed by high-quality, tailored assessments and the coordinated efforts of specialized professionals—including teachers of students with visual impairments (TVIs), teachers of the deaf/hard-of-hearing (TODs), orientation and mobility (O&M) specialists, educational interpreters (EIs), and interveners—to address students’ unique communication, sensory, and mobility needs. The article highlights challenges such as limited availability of teachers of deaf-blind students (TDBs), the need for authentic assessments in natural settings, and the critical role of accommodations that balance sensory access with emotional well-being. It also underscores the significance of fostering peer communication and social inclusion, as well as preparing students for postsecondary transition through ongoing collaboration and individualized supports. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article focuses on educational strategies and collaborative practices to support students who are deaf-blind, illustrated through case examples of two students, Maya and Antonio, with complex sensory and additional disabilities. It emphasizes the importance of individualized education programs (IEPs) informed by high-quality, tailored assessments and the coordinated efforts of specialized professionals—including teachers of students with visual impairments (TVIs), teachers of the deaf/hard-of-hearing (TODs), orientation and mobility (O&M) specialists, educational interpreters (EIs), and interveners—to address students’ unique communication, sensory, and mobility needs. The article highlights challenges such as limited availability of teachers of deaf-blind students (TDBs), the need for authentic assessments in natural settings, and the critical role of accommodations that balance sensory access with emotional well-being. It also underscores the significance of fostering peer communication and social inclusion, as well as preparing students for postsecondary transition through ongoing collaboration and individualized supports. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599251340639 |
