Montana/Idaho Deaf-Blind CooperativeThese two projects are funded to support parents, service providers, and other agencies involved in the education of children and youth, birth through 21 years, with combined vision and hearing losses.
If you need assistance, please contact Ellen Condon, 406.243.4134, Rural Institute on Disabilities, University of Montana, 52 Corbin Hall, Missoula MT 59812
Montana School for the Deaf and Blind- The Montana School for the Deaf & Blind provides comprehensive educational opportunities for Montana's deaf, hard of hearing, blind, and visually impaired children, giving them their best chance for independence and success.
The National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind provides technical assistance to families and agencies serving children and young adults who are deaf-blind. The primary mission of NTAC is to assist states in improving the quality of services for individuals (birth to age 28) who are deaf-blind; and to increase the numbers of children, young adults, their families, and their service providers who will benefit from these services.
Behaviors that may indicate a Dual Sensory Impairment
The following questions are designed to help parents and professionals determine if there is a possibility of a vision and hearing loss. If you answer yes to questions in both of the following sections, the child may have a dual sensory loss (Deaf-Blindness) and should receive complete vision and hearing assessments. The Montana IDEA Services for Children and Youth with Deaf-Blindness can assist with referrals for assessments.
Behaviors that may indicate a visual impairment
Does the child or student…
- bump into objects?
- move hesitantly or walks close to the wall?
- search for objects or touches them in an uncertain way?
- tilt his/her head to see?
- request additional or different kinds of lighting?
- hold books or other visual material close to the face?
- drop objects or knocks them over?
- show difficulty making out faces or the numbers that designate rooms or floors?
- act confused or disoriented; for example, walks into the wrong room by mistake?
Behaviors that may indicate a hearing impairment
Does the child or student…
- give no response when spoken to?
- often give irrelevant or incorrect responses to questions?
- seem unable to follow spoken directions to carry out an activity?
- often say, "huh?" or "what?" and requires repetition?
- seem unaware that others are talking and interrupts conversations?
- seem to have a behavioral problem or is irritable?
- express confusion or uncertainty when unable to understand?
- hold head in an abnormal position to listen "better"; seems unable to locate the source of sound?
- watch a speaker's face intently?
- seem inattentive, but pays more attention to visual things?
- speak more loudly or softly than expected for a situation; have an unusual vocal tone, resonance, or pattern of speaking?
- use gestures and objects to get attention more than would be expected?
- seem to have language problems (structure, syntax, and vocabulary)?
- seem to withdraw from interaction in groups? have frequent colds, earaches or ear infections, and allergies?
- breathe through his/her mouth more than through his/her nose?
- complain or show signs of ear pain, fullness in the ear, dizziness, or balance problems?