Deafblindness Resources

These resources relate specifically to deafblindness (Scout also provides more general resources about multiple disabilities). Students who are deafblind have unique educational challenges, but there are also organizations, communities, and groups that focus on deafblindness. The resources here include material for parents, teachers, and individuals.

This article by TSBVI Outreach staff, Gigi Newton and Kate Moss, explain the critical need to identify vision and hearing loss as soon as possible.  A list of syndromes, diseases, and conditions is included.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

Deborah Gleason offers parents a wealth of ideas on making a child's world safe and understandable. Also available in Spanish, and downloadable in Indonesian.

Source: National Center on Deaf-Blindness (NCDB)

NCDB offers a wide range of information on the topic of early intervention, including their own products, as well as links to articles and other publications, bibliographies, Internet resources, and research.

Source: National Center on Deaf-Blindness (NCDB)

Deirdre Leech’s webcast explores the meaning of literacy for students with multiple disabilities or deafblindness, and discusses specialized formats that maximize access.

Source: Perkins School for the Blind

Future Reflections (1985)

This checklist prepared by Nebraska Advocacy Services contains both the legal requirements that define the IEP process and some common sense issues that parents may wish to consider during the IEP preparation and meetings. A later (1995) version prepared by Maryland Disability Law Center is linked here.

Source: National Federation of the Blind (NFB)

Young adults who are deafblind experience significant challenges when transitioning from school to post school outcomes in areas such as community living, employment and college and career readiness.  The newest product from the National Center on Deaf-Blindness (NCDB), Accessing the Dream: Preparing Deaf-Blind Youth for a Self-Determined Life, is a multi-media presentation capturing the purpose and energy of the annual Transition Institute. Transition Institutes are an effort by state deafblind projects in the southeast region of the country to employ best practices in transition in combination with networking and mentoring opportunities.

Effective practice tells us that good transition planning builds the capacity of young people to become confident and engaged adults. In their own words, young adults who are deafblind, families, and service providers share their perspectives on self-determination, raising expectations, and the elements of effective transition planning.


  • Introduction
  • Access
  • Student-Focused Planning
  • Student Development
  • Interagecy Collaboration
  • Program Structure
  • Family Involvement
  • Participants' Advice
  • Conclusion


Full transcript available; video is captioned and audio described.



This information sheet offers advice for creating tactile representations of real life experiences.

Source: Project SALUTE

Patricia Weismer and Deirdre Leech share specific strategies (pp. 6-13) for teaching reading to children with deafblindness or multiple disabilities, including suggestions for adaptations, modifications of materials. Requires Adobe Acrobat Reader.

Source: In Touch, 2008, New England Consortium of Deafblind Projects

Sponsored by the National Center on Deaf-Blindness, the purpose of this site is to bring a network of people and organizations together to share ideas, resources and support for leadership training for parents and other family members of individuals with disabilities.

Source: National Center on Deaf-Blindness (NCDB)

Offers support and information to families of children with visual impairments.

Source: Oregon Deafblind Project

ASHA explains the nature of feeding and swallowing disorders, their signs and symptoms, diagnosis, and treatment.

Source: American Speech-Language-Hearing Association

These suggestions are designed to help make mealtime a more pleasant experience.

Source: Royal National Institute of Blind People (RNIB)

Aimed at social workers in the U.K., but the guidelines will be helpful for any professional working with older people; advice on recognizing the signs of dual sensory loss and understanding its impact on the individual’s life.

Source: Sense

Child-driven assessment techniques for working with children who are congenitally deafblind. The author discusses the importance of knowing about the development of vision and hearing skills and possible implications of clinical findings.

Source: California Deaf-Blind Services

A fact sheet on functional assessment for children with deafblindness by Dr. Irene L. Troper.

Source: Colorado Department of Education; Colorado Services to Children with Deafblindness

A bibliography of materials on functional vision; some include online text.

Source: National Center on Deaf-Blindness (NCDB)

O&M Specialist Dona Sauerburger outlines strategies when encountering an unfamiliar intersection, requesting assistance, and teaching tips for instructors.

Source: Dona Sauerburger: Orientation and Mobility Specialist

Psychologist offers suggestions to address sleeping challenges for children who are blind or visually impaired in this video webcast

Source: Perkins School for the Blind, Perkins eLearning

Deafblind International outlines the unique needs of people who are deafblind and offers a set of best practice guidelines for providing services. Suitable for government agencies and private service providers.

Source: Deafblind International (DBI)

Healthy Hearing is an online resource for information about hearing health. While there is little about deafblindness, this is a good source for in-depth information on specific hearing loss conditions and hearing aids.