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Work to Promote Teachers of the Deaf-Blind
Interveners and Qualified Personnel
This page was last updated on Aug 30, 2017 at 4:20 pm
Teachers of students who are deaf-blind have the knowledge and skills required to collaboratively assess students who are deaf-blind and ensure they have appropriate individualized education programs. They may serve as classroom teachers or as itinerant teachers providing consultation to multiple classrooms. Competencies have been established by the Council for Exceptional Children (CEC).
Currently, there are very few teachers of the deaf-blind in the U.S., but efforts are underway to address this deficit by promoting training for and certification and recognition of teachers in this role. NCDB efforts fall into two areas.
- Raising awareness and informing advocacy and policy efforts
NCDB is partnering with teachers, state deaf-blind project personnel, personnel preparation program faculty, and families to raise awareness and advocate for qualified teachers. Recent activities have included:
- Gatherings at professional conferences
- Partnering with CEC's Division of Visual Impairments and Deafblindness (DVIDB)
This group consists of faculty at personnel preparation programs that provide instruction in deaf-blindness as part of their curricula. Recent activities have included:
- A professional development webinar series on research in deaf-blindness
- Development of a list of teacher preparation programs that offer significant content in deaf-blindness
If you are interested in joining efforts to promote teachers of the deaf-blind, contact Linda McDowell.
For more information about teachers of the deaf-blind, see the following publications:
- Teachers of Students With Deafblindness: Professionalizing the Field
- Collaboration to Ensure Effective Education of Students who are Deafblind
- Teacher of the Deafblind Pilot Program in Texas: Part I
- Parker, A. T., & Nelson, C. (2016). Toward a comprehensive system of personnel development in deafblind education. American Annals of the Deaf, 161, 486–501. Article DOI link.