2018 Identifying and Serving Students who are DeafBlind with Formal Language: An Evolving Challenge for Our Field

by NCDB on Jun 13, 2018
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Three deaf-blind students. Two teenage boys working at computers. One pre-teen girl holding a microphone.


In the field of deaf-blindness, the majority of research, evaluations, and intervention strategies have appropriately addressed the needs of children with emerging language, significant challenges with interactions, and multiple disabilities. However, the segment of the congenital population with formal language is increasing and their needs are presenting a challenge to districts, families, and the field itself. In Texas, for a number of years, these students made up 22 to 32% of the state’s deaf-blind child count. While access to incidental learning, pacing, and social needs are important for these students, appropriate intervention looks considerably different. This webinar shared what we know and are learning about these students and encouraged a beginning collaboration to support them.


  • Robbie Blaha, Education Consultant, Texas Deafblind Project
  • Matt Schultz, Education Consultant, Texas Deafblind Project
  • Cathy Lyle, Educational Consultant, Minnesota Deafblind Technical Assistance Project

Learning Objectives:

Participants will gain awareness of:
  • A shift in child count data and identified needs for technical assistance to local districts.
  • Current efforts in in two states to develop evaluations, strategies, and training materials for this population.

Webinar Files:

Closed Captioning
Webinar Transcript Text 

Associated Files

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