VIDBE-Q Volume 67 Issue 4
• My child's paras are well trained in adapting and assisting him.
• School doesn't want to acknowledge her deafblindness because she has CVI
and auditory processing disorder.
• Initially unsuccessful, but my daughter's school has a new Director of
Special Ed, so we're working on securing one now. I'm hopeful that it will
work out this time.
• It has never been proposed or mentioned to me. My child has Deaf Hard of
Hearing services, audiology, Vision Impairment services and Orientation
and Mobility services on the IEP.
• I had an advocate present for my young son, and when it came up it wasn't
elaborated on its effect for my son, specifically.
• I haven't asked, but they don't want to provide anything else. They want to
"wait and see" and "can't fix" my child because "there are a lot of kids".
• The school stated that they were not concerned about the impact of a dual
sensory impairment on our son because he was using his residual hearing
better than his vision and shut down the conversation. A year later, we
learned that our son had been registered on the deafblind child count for a
decade, unbeknownst to us.
Summary: A large number of reasons are identified as to why intervener services
are not made available to students who are deafblind. Collectively, these reasons
