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VIDBE-Q Volume 63 Issue 2
Visual Impairment & Blindness, 106(6), 339.
Silvia M. Correa-Torres
Professor
University of Northern Colorado
silvia.correa-Torres@unco.edu
Sandy K. Bowen
Professor
University of Northern Colorado
sandy.bowen@unco.edu
Deafblindness is a condition in which there is a combination of visual and hearing
loss that could cause severe communication challenges and developmental and/or
learning needs. Over the last several years, the educational settings where students with
deafblindness are being educated have changed from more segregated settings such as
institution-based services and self-contained classrooms to the most recent models of
mainstreaming and inclusion in general education schools and settings (Correa-Torres,
2008). However, a review of the literature indicates the shortage of information on the
pre-service training teachers of students who are blind or visually impaired and teachers
of the deaf receive on working with students who are deafblind (Bruce, 2007; DeMario &
Heinze 2001; Zambone & Alsop, 2009). This results in challenging situations for which
professionals working with students who are deafblind are not prepared. Limited data
exist on a national scale to determine the educational practices, needs, and services
provided to students with deafblindness. Given the unique needs of this population, the
Field-Identified Needs When Working
with Students Who Are Deafblind
