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ABSTRACT INFORMATION
Title: 'Communication with Infants & Toddlers who are Deafblind'
Track: 7 - Family Perspectives and Support
Keyword(s): Deafblind, Family Supports, Communication, Early Intervention, Language
Learning Objectives:
  1. Learn the federal definition of deafblindness.
  2. 2. Learn the definition of communication and identify the differences between communication and meaningful communication.
  3. 3. Learn 5 different communication options that a child who is deafblind may use.

Abstract:

In the U.S., there are roughly 10,000 children who are deaf-blind. Deafblindness is a low incidence disability and within this population of children there is great variability. Ninety percent of children who are identified as deafblind have additional physical, medical, and/or cognitive disabilities. Although the term deafblind implies a complete absence of hearing and sight, in reality, it refers to children with varying degrees of vision and hearing loss. The key feature of deafblindness is that this combination of loss limits access to auditory and visual information and creates unique challenges for communication and education. As a result, families often face difficulties in securing the knowledge and resources needed to support their children. Students who are deaf-blind require special teaching methods and accommodations to succeed as learners and because the majority of these children receive their education in their local schools, there is an increased need for specialized professional development to train teachers and service providers. Parents are often unsure of communication options available for a child who is deafblind. This presentation will provide information about various communication modes, methods, and options for families who have infants and toddlers with deafblindness. We will also discuss communication compared to meaningful communication, early and prelinguistic communication, and typical language development in a child who is deafblind.
Presentation: Tuesday_Clements_145_TabithaBelhorn_1633.pdf

Handouts: Handout is not Available
CART: Topical Session 6- 1633.rtf
PRESENTER(S) / AUTHOR(S) INFORMATION
Tabitha Belhorn - POC,Primary Presenter
Executive Director, Ohio Hands and Voices
     Credentials: B.A.
      Tabitha Belhorn is the proud mother of three children the oldest of whom is Deaf and the youngest who lives with a chronic kidney disease. Tabitha has a Bachelor’s degree in Psychology and Vocal Performance from Heidelberg University. Tabitha currently is the Family Information Specialist at the Ohio Center for Deafblind Education and Region V Co-Coordinator for Hands & Voices. She is a former Parent Mentor at the Ohio School for the Deaf and is also a founding member and board member of Ohio Hands & Voices. She has a widespread knowledge of family support, early intervention, and special education services. Tabitha’s expertise helps connect families to high quality resources, networks, and information needed to improve communication access and education outcomes for children.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.
Leanne Parnell - Co-Presenter
Ohio Center for Deafblind Education
     Credentials: B.A.
      Leanne has a background in Deaf Education and ASL/English interpreting. She has worked in the Deaf/Deafblind communities for many years. She has experience working with families and children, as well as adults who are deaf and deafblind. Leanne is currently the Outreach Specialist at the Ohio Center for Deafblind Education. She coordinates many of the training opportunities, including INSITE, VIISA and SKI*HI. She is also responsible for organizing DBTAP visits, the Mentor Program, Milestone Packets, Lending Library and product requests.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.