CBSS DB project conducts an annual count of all children from birth to age 21 in Maryland who have both hearing and vision challenges.
Since the information on the census is confidential, only specific data are submitted to the federal government (such as cause of deaf-blindness and type of school placement).
All state deaf-blind projects that receive federal funding are required to complete an annual registry or “census” of children and youth, birth through 21 years of age, who are deaf-blind or otherwise known as dual sensory impaired. The data is compiled into a confidential report and submitted to the U. S. Department of Education / OSEP by April 1st of each year.
The project staff has worked hard to streamline the form for ongoing students so that it takes a short time to review and complete each form. For students who are new to the census, the paperwork will take more time as the form must be completed in full or as much as possible for the first time. NEW student form is only for new students that are not listed on your checklist page of students. Please do NOT fill out a NEW student census for students that are already on your list.
We are hoping for a more completed census form including the exam dates. This will show that there has been an evaluation that supports the diagnosis’. PLEASE complete items highlighted in orange. Then update as needed.
Some students need to be updated because they have changed schools or from I&T – school. Please update.
What ! No color! Well this must be perfect! What makes this form complete? Has testing dates – however we do prefer that the testing is within 12 mo – we understand that this may not happen – please indicate the most recent exams. Eye Doctor and an audiology assessment – we need those dates! AND there is an Etiology – GREAT!!!
Early identification of vision and hearing loss is very important, as strategies need to be implemented as soon as possible to help these children learn about their world in alternative ways. Since these children have a “dual sensory impairment”, techniques that are utilized for children with either a hearing impairment and/or a vision impairment are often not enough to meet the unique learning needs of children with deaf-blindness. Subsequently, very specific, individualized, instructional strategies need to be developed for each child. If these strategies are utilized at home as well as in the educational setting, then this can mean a significant improvement in the quality of life for these children and youth.
CBSS provides technical assistance, training, and support for families, service providers and educational teams working with children and youth who are deaf-blind. Another reason why it is very important to accurately count the number of children in our state who qualify for services, is that MD and DC funding for technical assistance and training is based upon the number of children identified.
UM –State Dept-OSEP
Can anyone tell me the definition and name a diagnosis of a child that would be included on our census???
A student age birth to age 21 yrs that has challenges with vision and hearing at the same time and anything else is a bonus!
Federal Definition of Deaf-Blindness - - www.NationalDB.org Deaf-blindness means concomitant 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. 34 CFR 300.8 (c) (2)
A functional definition of deaf-blindness is: “If an individual (birth through age 21) has combined hearing and vision challenges that are significant enough to require considerations (such as specialized adaptations, modifications, and strategies) when presenting information or interacting with the child, the child is eligible to be included on the census and receive services from our project.” It will be important to have medical / audiological information to substantiate the vision and hearing loss, as well as functional sensory assessment data to inform school district personnel as to educational effects of the dual sensory loss.
The child does not have to be completely deaf and blind; in fact the majority of those identified have some degree of functional vision and hearing. It does not matter if the child is classified by the school district under another category such as multiply impaired, as long as they meet the requirement of having vision and hearing loss in addition to their other disabilities. Children who have cortical vision and /or hearing impairment should also be included in the census count.
The federal definition of deaf- blindness includes ”children and youth having auditory and visual impairments, the combination of which creates such severe communication and other developmental and learning needs that they cannot be appropriately educated without special education and related services, beyond those that would be provided solely for children with hearing impairments, visual impairment, or severe disabilities, to address their educational needs due to these concurrent disabilities”. In addition all infants, toddlers, and preschoolers who have vision and hearing loss need to be identified and represented on the census. This includes all “children who are experiencing developmental delays in vision and hearing, have a diagnosed physical or mental condition that has a high probability of resulting in developmental delays in hearing and vision, or who is at risk of having substantial developmental delays in hearing and vision if early intervention services are not provided.”
Many children who are deaf-blind have additional disabilities, including developmental delay, physical challenges, serious health impairments, and so on. Please complete a census form for all students that have hearing and vision challenges, regardless of the presence or absence of additional disabilities.
We typically say – Hearing and vision challenges at the same time – and Anything else is a bonus!
We still support local counties with determine CVI and now we have the IFHE as well.
Children with sensory impairments that are cortical in nature, such as cortical visual impairment and/or central auditory processing disorder or auditory neuropathy, should be placed on the census. These students usually require adaptations and modifications to their educational programs. In addition, the hearing and vision problems must be considered when developing effective, communication programs for these individuals.
We can add them for a year at high risk and we can remove a student at anytime.
If a learner has combined vision and hearing loss, he or she should have the label of deaf-blind on his or her IEP. It can be a primary or secondary label.
No. Individualized needs and services are determined by the family and educators through the Individualized Education Program (IEP) or Individual Family Service Plan (IFSP) process. The student DOES NOT NEED to be receiving itinerant services in hearing or vision to be on the DB census!!!!
Knowing the reason that a child has combined vision and hearing loss is important for a number of reasons. First, it allows project staff to make important connections between families. For example, parents of a child with CHARGE Syndrome might contact our office and ask if there are other parents of children with the same syndrome in their area. The census allows us to make these family-to-family connections (with parent permission, of course). This data is also reviewed from a national perspective (with data from all 50 states) to determine which causes of deaf-blindness are on the increase or decrease, if there are geographic clusters of students with similar conditions, and so on.
It is possible that smaller administrative units may not have any students with combined hearing and vision problems. Statistically, we know that there should be about one child who is deaf-blind for every 4,200 students in a district. Another guide we use is that there are approximately two students who are deaf-blind for every 1,000 receiving special education services. Project staff is available to assist in identification efforts.
Please give us as much information as you have. It is more important that we have an accurate count of students. Without documentation, the student may not be counted as part of our census after the first year. We send this information to NCDB who then prepares it for OSEP.
Project staff will work with you to complete the missing information. Good for only one year without full completion – such as the date of the student's last vision exam. Good for one year!
You! If you are here today, then it is you or your counter-part in your system. Typically D/HOH teachers, TVI, Supervising teacher, lead teacher, student support services administrator,
The information is used to track and monitor the incidence of Deaf- blindness across the country, as well as in each state. The information provided also helps each state plan for appropriate training and technical assistance activities to meet the needs of the children and youth, families, service providers, and educators within each state. And finally, once a child is identified, the Project can then initiate and respond to any requests for technical assistance and training on behalf of that child.
Census form vs. Referral Form – We will discuss Referral Process soon.
Next slide – contact us
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2017 1213 CBSS Joint Steering Committee Meeting
Beyond Sight and Sound
Joint Steering Committee Meeting
December 13, 2017
I. Welcome & Introductions & Agenda (9:30-9:50 am)
II. Census Review – It is that time of year again!
Donna Riccobono, MEd (9:50-10:20 am)
III. Connections & Updates – (10:20-10:50 am)
Referrals (how to handle increasing numbers)
Updates & Information (JC member sharing)
Break (10:50 am – 11:10 am)
V. Presentation: OHOA Modules
Lauri Triulzi, MEd (11:10-12 noon)
Lunch – on your own… (12-1 pm)
VI. Committee Meetings (1-3:30 pm)
Vision Room 218 Hearing Room 219
The MD & DC Annual Child Count of
Children and Youth with Combined
Vision and Hearing Loss
Joint Steering Committee Meeting
December 13, 2017
What is the annual child
count of children who are
How long does it take to
complete the necessary