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Future Directions in the Education of Deaf-Blind Multihandicapped Children and Youth

The field of "deaf-blind" education, although comparatively new when conceptualized as serving the heterogenous population of those individuals with these dual sensory handicaps, has undergone tremendous growth in the last 10 years. The most important impetus for this growth was the passage of federal legislation in 1969 which provided funding for the establishment of regional service centers. These centers were responsible for teacher training and parent programming, as well as direct and indirect services for deaf-blind children. These comprehensive services were provided for an estimated 500 children in 1969 and are now provided to over 6,500 children (Dantona, 1980). Within the. population of the 6,500 currently identified center clients are students ranging in ages from 6 months to 21 years, with levels of performance being equally diverse. The past 10 years have also seen tremendous positive developments in deaf-blind education. Diagnostic and evaluation methods have become more sophisticated. Educational programs have been developed that are specifically designed for children with deficits in both the auditory and visual sensory areas. Increased numbers of teachers have received training in the education of deaf-blind children. Families have also been assisted in dealing with the complex needs of their deaf-blind children. Comprehensive services to a population of this nature mandates constant monitoring and a well-defined system for future planning. Future planning efforts such as 1980 Is Now (Sherrick, 1974) and The State of the Art (Lowell, 1977) have provided a framework for growth in the field, but the task is far from complete. According to Robert Dantona (1980), National Coordinator for deaf-blind services, more than 3,000 additional deaf-blind children between the ages of 0-11 have been identified. Also the population of students between the ages of 1316, the "rubella-children," are now in need of services beyond basic programming levels. In order to meet the future needs of this very unique and diverse population, long-range planning that reflects a multidisciplinary approach to the education of deaf-blind children is needed now. In order to determine future training needs, a projection study was conceived.