2015 National Child Count of Children and Youth Who Are Deaf-Blind Report
The 2015 National Child Count of Children and Youth Who Are Deaf-Blind Report is valuable in giving an annual "snapshot" of who the children and youth with deaf-blindness are throughout the country. More specifically it provides us with perspectives on:
- The relationship of the National Deaf-Blind Child Count to the Individuals with Disabilities Education Act (IDEA) Part B and Part C annual December 1 child counts.
- The extent of the vision and hearing losses of those reported on the child count and what other disabilities they may have.
- The changing educational settings and services of those being reported and how this impacts technical assistance and training needs.
- The living setting of those being reported and how this impacts technical assistance and training needs.
The report data provides critical information for the Deaf-Blind Technical Assistance (TA) Network regarding needed products and tools to support TA efforts. Combined with data from previous years, trends can be identified and used in the design and delivery of TA, and to inform current research needs and personnel preparation programs.
Download a PDF version of the report.
Table of Contents
- Overall Population Demographics
- Documented Hearing and Vision Loss
- Primary Classification of Vision Impairment
- Cortical Visual Impairment
- Primary Classification of Hearing Impairment
- Auditory Disorders
- Assistive Technologies
- Additional Disabilities
- Part C Information
- Part B Information
- IDEA Part B Reported Category
- Educational Setting ECSE (3-5) Settings
- Educational Setting School Aged (6-21) Settings
- State Assessments
- Educational Supports
- Living Setting
- Exiting Data
National Center on Deaf-Blindness, The Research Institute, Western Oregon University
The Helen Keller National Center, Sands Point, New York
Perkins, Watertown, Massachusetts
The contents of this report were developed under a grant from the U.S. Department of Education, #H326T130013. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann.