2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
4/15/2013 | 3:20 PM - 3:50 PM | Identifying Children with Combined Hearing and Vision Loss: Risk Factors and Resources | Cira A | 1
Identifying Children with Combined Hearing and Vision Loss: Risk Factors and Resources
Many of the high risk factors associated with hearing loss are also risk factors for vision loss. It is crucial that children who are blind or have vision loss in addition to deafness or hearing loss be identified as early as possible. However, of the 582 children birth through two on the 2011 Deaf-Blind Child Count, only 67 (11.5%) were birth to one year old. The number jumps to 184 from age one to two and 331 for age two to three. (www.nationaldb.org/TAChildCount.php) These data indicate a need for a more concentrated effort in identifying dual sensory challenges in the infant population.
Parallel sets of challenges exist between identifying children who are deaf or have hearing loss and identifying children with combined hearing and vision loss. Both are low incidence disabilities. Both include children with additional disabilities and complex medical challenges. Both have national and state programs in place to provide support to children and families; however constant diligence is required to educate and inform people about these services and resources.
EHDI provides an excellent model for addressing identification and referral of very young children. This model is one from which the national deaf-blind network can find strategies to enhance its identification and referral efforts. In turn, the national deaf-blind network provides a system to which EHDI can turn for assistance in supporting families of young children facing challenges beyond hearing loss. Raising awareness about common risk factors and engaging in creative dialogue about common challenges offers the opportunity to increase collaboration across a broad spectrum of professionals and practitioners and to lay the foundation for earlier identification of children with combined hearing and vision loss. This presentation will describe deaf-blindness, review risk factors and explore increased collaboration between EHDI and the Deaf-Blind Network.
- Define deaf-blindness and describe the diverse characteristics of the population
- Identify risk factors related to combined hearing and vision loss
- Discuss strategies for enhancing collaborative relationships between EDHI and the OSEP (Office of Special Education Programs) deaf-blind technical assistance network
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Presenters/Authors
Barbara Purvis
(POC,Primary Presenter), National Consortium on Deaf-Blindness, barbara.purvis@hknc.org;
With experience in both general and special education, Barbara has always been drawn to working with children and families facing the greatest challenges. She has served as an early intervention provider, where she received specialized training to serve as an Infant Development Specialist in two neonatal intensive care nurseries. In her current position, Barbara is leader of the Early Identification and Referral Team, co-developer of a literacy website and involved in family leadership training and support activities. As parent of three grown daughters, one of whom received special education supports, Barbara remains an active advocate for individuals with disabilities.
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Mark Schalock
(Co-Presenter), National Consortium on Deaf-Blindness, schalom@wou.edu;
Mark Schalock has recently returned to NCDB as evaluation specialist and Deaf-Blind Count Coordinator which has involved him deeply in the early identification and referral of young children who are deaf-blind. In a previous life he served as regional TA coordinator and evaluator for TASH-TA and TRACES. Mark has directed or co-directed many research, evaluation and TA projects for over 25 years and brings deep and varied experience in educational evaluation and both large scale and small scale data analysis and management. His work during this time has primarily been in the areas of early childhood education professional development programs, teacher preparation and licensure, teacher mentoring and induction and most recently early childhood interventions in autism. Mr. Schalock has authored or co-authored more than 25 journal articles and book chapters on program and personnel evaluation, measurement, professional development and autism research.
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D. Jay Gense
(Co-Presenter), National Consortium on Deaf-Blindness, gensej@wou.edu;
D. Jay Gense is Director of the National Consortium on Deaf-Blindness with the Teaching Research Institute, Western Oregon University. Previously, he was a Director at the Oregon Department of Education, administering statewide services for students with vision impairments, hearing impairments, deaf-blindness, and autism spectrum disorders. Jay has over 30 years experience teaching and administering special education services. He holds an Ed.S. degree in Special Education, with an emphasis in the areas special education administration, blindness, and deaf-blindness.
Jay Gense and his wife Marilyn Gense and have written and presented widely on educational strategies in working with students with blindness, deaf-blindness, and autism disorders. Their book Autism Spectrum Disorders and Visual Impairment: Meeting Student’s Learning Needs (2005, AFB Press, NY) was the recipient of the National Publication Award from AER’s Education Curriculum Division.
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