The Teacher of Students with Deafblindness website provides a centralized gathering place offering opportunities for a community of practice, a sharing of ideas, and resources.
There are approximately 750 children in the state of Texas with deafblindness. These students require specialized programming due to the significant impact caused by the combined loss of vision and hearing. The unique and varied educational needs of students with deafblindness must be met by teachers who have specialized training and knowledge in the combined effects of hearing and vision loss.
Role of Teacher of Students with Deafblindness (TDB)
Model in Texas
2013 - 2014
1. Obtain pre-service coursework in deaf blindness that is aligned with professional standards.
2. Stay current in the field by:
- Maintaining a sustained focus on state and national efforts in product development, research, political efforts and resources.
- Participating in ongoing in-service to increase skills in the area of deafblindness.
- Joining and participating in organizations that focus on deafblindness
- Maintaining a resource library on pertinent information on deafblindness
3. Contribute to the field of deafblindness by:
- Participating in the ongoing development of appropriate assessment and instructional methods and materials for children with deaf blindness
- Building a body of research that supports appropriate programming for this population.
- Increasing local capacity by working with administrators and families to identify and access in-service training in this unique area of special education
- Mentoring new itinerant TDBs through the Texas School for the Blind and Visually Impaired Teacher of Deafblind Mentor Program
- Providing practicum experience to new TDB’s and interveners who are enrolled in pre-service courses
- Participating in local, regional, and state comprehensive planning activities for systemimprovement with the Educational Service Center’s Deafblind Specialist and the Texas Deafblind Project.
4. In local district, serve as part of the group of qualified professionals in determining if a child meets federal and state eligibility for deafblindness.
5. During the FIE process, assist other professionals with the use of appropriate evaluation tools for students with deafblindness. Provide input into the evaluation results as they relate to deafblindness and develop appropriate programming recommendations.
- Participate in Functional Behavioral Assessments
- Provide information regarding the impact of the child’s etiology on learning style and behavior
- Evaluate the impact of the child’s vision loss on the acquisition and use of preferred mode of communication
- Evaluate the impact of the child’s hearing loss on the acquisition and use of preferred mode of communication
6. Participate in all IEP or IFSP meetings to insure appropriate programming and services specific to deafblindness
- Accommodations for state mandated testing
- Behavior Intervention Plans
- Provide the families with information regarding services for students with deafblindness from state agencies
7. Provide direct, indirect, and consult services to the child with deafblindness, their educational teams and families by
- Developing IEP/IFSP’s appropriate to DB programming
- Developing appropriate in-service, modifications,
- Administering appropriate assessment
8. Support the intervener model in the district by:
- Providing the team and administrators with information about the model
- Determining the need for an intervener
- Providing in-class support to the intervener
9. Assist local district in child-find activities for students with deafblindness and in the completion of the annual TEA Deafblind Child Count.
2012 2013 4:27 PMTexas Deafblind Project TDB Committee