VIDBE-Q Volume 67 Issue 4
Donna Riccobono, The Maryland and DC Deafblind Project,
Donnaric@umd.edu, &
Suzanne Morgan Morrow,
New York Deaf-Blind Collaborative, susanne.morrow@qc.cuny.edu
Children who are deafblind represent the smallest percentage of the special
education population and the most diverse group of learners (Hartman & Weismer,
2016). Children and youth who are deafblind have significant and unique learning
needs that require intensive and individualized support and accommodations.
Teachers and service providers, who have not received professional development
in the area of deafblindness, require specialized deafblind-specific training and
support in order to develop programs which meet the needs of children and youth
who are deafblind. Few school districts have even one teacher with this kind of
specialized knowledge. State Deafblind Projects (SDBPs), funded by the U.S.
Department of Education, Office of Special Education Programs, maintain an
annual child count and efforts towards improving services and outcomes for
State Deafblind Projects:
National Survey
