DeafBlind

More focused. Upskilling. Reskilling.

Though DeafBlind is a low incidence disability, there are few training programs nationwide on how to provide effective services to DeafBlind students. We can identify four compelling reasons to take the opportunity to develop or boost your skills, and attain this graduate certificate.

Reason 1: Currently, there are two DeafBlind certificate programs in the entire country. A teacher who encounters a DeafBlind child find themselves at a loss when trying to locate professional development or coursework for working with the population. Our DeafBlind program provides another option for professional growth.

Reason 2: Learners who are DeafBlind are sometimes placed in general education or special education resource rooms. Students majoring in Interdisciplinary Early Childhood Education, Special Education, General Education, Communication Disorders, and Visual Impairments will find this certificate a strong complement to their major.

Reason 3: School districts often assign a para-educator to students who are DeafBlind to support their access to the curriculum. Often, the para-educators have no training in working with learners who are DeafBlind. This certificate will be advantageous to the education team who supports the para-educator. 

Reason 4: DeafBlind learners who have aged out of school, customarily have rehabilitation counselors work with them to create jobs and supported living situations. Rehabilitation officers need information and skills on how to work with this unique populace. This certificate will be a strong complement to their profession.

Application Requirements

• Personal Statement
  - The Personal Statement should include information about why the student wants to receive the certificate and any current experiences they have with learners who are DeafBlind.
• Three (3) letters of recommendation.

Curriculum

The DeafBlind Certificate Program consists of 4 courses, each at three (3) credit hours.

IEC 510: Practicum in Early Childhood.
Course is designed to give students experience with supervised teaching at the preprimary level.  Emphasis will be placed on observation and teaching (individuals, small and large group methods).  Class sessions will be devoted to a discussion and analysis of challenges in student teaching, providing students with information related to their professional development as future teachers in addition to the opportunity to discuss and analyze experiences.  Assignments will be related to working with learners who are DeafBlind.  

IEC 547: Addressing Communication Needs of Learners who are DeafBlind.
Overview of communication needs of learners who are DeafBlind. This course focuses on both receptive and expressive communication with emphasis on the forms and functions of each. Information about the various ways learners who are DeafBlind communicate, along with how to teach communication skills will be highlighted.

IEC 548: Assessment and Intervention Planning for Learners who are DeafBlind.
Course centers on information and opportunities to practice skills associated with gathering assessment information, determining learning targets, and designing instruction for learners who are DeafBlind. Information on the process of and strategies for assessing key areas of learning for the population including sensory, communication and mobility skills is provided. Emphasis will be given to teaching literacy, communication, mobility, social-emotional, and life skills. 

BVI 617: Visual Impairment and Multiple Disabilities.
Course provides students with knowledge and skills necessary to design and implement programs for persons who have visual impairments and additional disabilities. Topics include assistive technology, augmentative and alternative communication, literacy instruction, sensory processing, adaptive behavior, and self-help skills. An emphasis will be placed on adaptations that enhance functioning for persons with developmental delays, autism, medical conditions, deaf-blindness, communication disorders, and those with common syndromes and eye disorders related to multiple disabilities.