Let's discuss deafblindness and the crucial role of early identification for children affected by this condition. According to the Individuals with Disabilities Education Act (IDEA), deafblindness is defined as the simultaneous presence of significant hearing and visual impairments, resulting in severe communication and developmental needs beyond what can be addressed in programs solely designed for children with deafness or blindness.

Deafblindness isn't merely a combination of hearing and vision loss; it profoundly affects a child's access to information. There's a wide range of diversity among children with deafblindness, with many having additional disabilities or health issues. Early identification is vital because experiences in the earliest years significantly influence a child's learning, movement, and social interactions. For young children with deafblindness, their physical, cognitive, social, and emotional development are deeply interconnected, making early identification crucial.

When a child has deafblindness, two of their primary senses for understanding the world—vision and hearing—are affected, requiring reliance on contact senses like touch and taste. Early identification is linked to mitigating the negative impacts of combined sensory loss on future development.

It is important to note that dual sensory loss will impact all facets of a child’s development. Including:

• Sensory 
• Communication, both receptive and expressive
• Exploration > Mobility > Engagement > Participation
• Relationships > Social interaction > Friendships
• Visual & Mental Memory > Concept development
• Independence
• Incidental Learning

Early identification helps to ensure:

• Earlier treatment of sensory loss conditions to optimize sensory function.
• Appropriate interventions for developmental and/or academic challenges.
• Encourages that access and communication needs are identified and supported through evidence-based strategies and even possible adaptive equipment put into place for the child. 

So, how do we find and identify these young children? 

• Have some knowledge of the milestones for “typical” vision and auditory development.
• Review the medical records of a suspected young child based on the results of the newborn hearing screening.
• Be aware of identifiable syndromes/conditions and other risk factors frequently associated with deafblindness.

Who can help us identify deafblindness in a child? 

• Eye Care Specialists confirm visual diagnosis, status, treatment options, and prognosis.
• Audiologists confirm auditory status and listening device options.
• School personnel, as appropriate to eligibility, determine the functional status of vision and/or hearing. 

Collaboration with all members of the child’s team is critical.

• Unique demands are placed on families who have a child with vision and hearing loss.
• Many professionals will be involved with a child who has hearing or vision loss.
• Successful transitions require careful and respectful teamwork.
• Appropriate monitoring of child progress requires all members to watch carefully (Chen, 1997; Miles, 1995) 

Family Needs Assessment

Angel Black, M.S.Ed, TSVI, COMS

SESA Vision / O&M Specialist and Director for the Alaska Deafblind Project