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Families have educated policymakers about the role of interveners and the beneficial impact an intervener can have on the education of a child who is deaf-blind. State deaf-blind projects, part of the system of federal supports for deaf-blind students, have developed creative ways to train interveners and support them in classrooms.
According to IDEA, deaf-blindness is defined as "concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness." [10]
The medical condition of deafblindness occurs in different forms. [3] For some, this condition might happen congenitally from birth as a result of genetic defect, for others it happens suddenly due to a form of illness or accident that results in a modality deprivation of either vision or hearing, or both. [8]
The child will be put through multiple different tests provided by the school to determine if the child will need special education resources. For these tests, parents are not allowed to decide which test will be conducted on their child but are required to give consent to have the school test the child. [14]
IDEA is composed of four parts, the main two being part A and part B. [2] Part A covers the general provisions of the law; Part B covers assistance for education of all children with disabilities; Part C covers infants and toddlers with disabilities, including children from birth to age three; and Part D consists of the national support ...
[5] [7] In 2001, federal government provided $8.5 million a year of the $11 million annual operating costs. [8] Congressional findings were that the Center "is a vital national resource for meeting the needs of individuals who are deaf-blind and no State currently has the facilities or personnel to meet such needs".
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Language deprivation in deaf and hard-of-hearing children is a delay in language development that occurs when sufficient exposure to language, spoken or signed, is not provided in the first few years of a deaf or hard of hearing child's life, often called the critical or sensitive period. Early intervention, parental involvement, and other ...