The 2011 National Child Count of Children and Youth Who Are Deaf-Blind
The 2011 National Child Count of Children and Youth Who Are Deaf-Blind

Author: National Consortium on Deaf-Blindness (NCDB)

Publisher:

Published: 2012

Total Pages: 35

ISBN-13:

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The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education (Baldwin, 1993), it represents a thirty plus year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors, and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. Initially requested by the Department of Education as an examination of the discrepancy between the state/multi-state child counts and OSEP's annual December 1 counts (Baldwin, 1993), the child count has continued based on the work scope of the deaf-blind program national center technical assistance and dissemination centers and state/multi-state projects which have been federally funded in ensuing years. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects, as well as serving as a common data collection and reporting mechanism for use across the country. A few of the emerging trends discovered through the 2011 child count include: (1) The percentage of children/youth identified as needing further vision testing has decreased from 15.6% to 6.3%; (2) The percentage of children/youth identified as needing further hearing testing has decreased from 20.4% to 6.9%; (3) The percentage of young children ages 3-5 educated in a regular early childhood education setting has more than doubled in the past decade from less than 15% to over 32%, a 113% increase; and (4) Over 60% of the children and youth in school age special education are receiving their education in local schools, with 65% of elementary school aged children being served at least portion of their day in a regular classroom in in a local school. [For the 2010 Deaf-Blind Child Count, see ED545211.].

The 2012 National Child Count of Children and Youth Who Are Deaf-Blind
The 2012 National Child Count of Children and Youth Who Are Deaf-Blind

Author: National Consortium on Deaf-Blindness (NCDB)

Publisher:

Published: 2013

Total Pages: 33

ISBN-13:

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The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors, and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. Initially requested by the Department of Education as an examination of the discrepancy between the state/multi-state child counts and OSEP's annual December 1 counts, the child count has continued based on the work scope of the deaf-blind program national center technical assistance and dissemination centers and state/multi-state projects which have been federally funded in ensuing years. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects, as well as serving as a common data collection and reporting mechanism for use across the country. The child count is conducted each year to supplement OSEP's Federal Part C and Part B Child Counts (Special Education Child Count), which include children as deaf-blind only when deaf-blindness is their single disability. Some of the emerging trends identified in the 2012 Deaf-Blind Child Count include: (1) The overall count for the 2012 collection of deaf-blind child count data has increased by 138 as new individuals continue to be identified by State Deaf-Blind Projects; (2) The prevalence of CHARGE Syndrome continues to increase significantly. In 2012 there were 848 children and youth identified as having CHARGE Syndrome. The identified prevalence of Usher Syndrome reached a peak in 2007 and has decreased over the past three years; (3) The percentage of children/youth identified as needing further vision testing has decreased from 15.6% to 6.4%; and (4) The percentage of children/youth identified as needing further hearing testing has decreased from 20.4% to 7.2%. [For the 2011 Dead-Blind Child Count, see ED545212.].

The 2008 National Child Count of Children and Youth Who Are Deaf-Blind
The 2008 National Child Count of Children and Youth Who Are Deaf-Blind

Author: National Consortium on Deaf-Blindness (NCDB)

Publisher:

Published: 2009

Total Pages: 30

ISBN-13:

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The "National Child Count of Children and Youth who are Deaf-Blind" is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It represents a 25 year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors and each state/multi-state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. It has been collaboratively designed and implemented as the common vehicle to meet federal grant requirements for both the state/multistate and national technical assistance projects and serves as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which NCDB, its predecessors, and the state/multi-state projects are funded, this national child count is used to identify national and state technical assistance needs for children and youth who are deaf-blind, their families, and the service providers and systems which serve them. This is the first year in which the number of children/youth for which "Further Testing Needed" category has been analyzed for multiple years. The number of children/youth for which further vision and/or hearing testing is needed has decreased from 2,873 in 2007 to 772 in 2008. This 2008 report provides the opportunity for early identification, intervention and the provision of instructional services aimed at the unique needs of young children and students who are deaf-blind and is a critical component that cannot be lost. [For the 2007 Deaf-Blind Child Count, see ED545208.].

The 2010 National Child Count of Children and Youth Who Are Deaf-Blind
The 2010 National Child Count of Children and Youth Who Are Deaf-Blind

Author: National Consortium on Deaf-Blindness (NCDB)

Publisher:

Published: 2011

Total Pages: 35

ISBN-13:

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The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It represents a 25-plus year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. It has been collaboratively designed and implemented as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects and serves as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which NCDB, its predecessors, and the state/multi-state projects are funded, this national child count is used to identify national and state technical assistance needs for children and youth who are deaf-blind, their families, and the service providers and systems which serve them (Killoran, 2007). The child count is conducted each year to supplement the Office of Special Education Programs' (OSEP's) Federal Part C and Part B Child Counts (Special Education Child Count), which include children as deaf-blind only when deaf-blindness is their single disability. Some of the emerging trends identified in the 2010 Deaf-Blind Child Count include: (1) The overall numbers of children identified as deaf-blind has decreased over the past several years as projects continue to "clean" their databases. This trend is consistent with the time period of 1996-1998 when similar efforts were undertaken; (2) The prevalence of CHARGE Syndrome has increased significantly over the past five years. The prevalence of Usher Syndrome reached a peak in 2007 and has decreased over the past three years; (3) The percentage of children/youth identified as needing further vision testing has decreased from 15.6% to 7.3%.; and (4) The percentage of children/youth identified as needing further hearing testing has decreased from 20.4% to 8.9%. [For the 2009 Deaf-Blind Child Count, see ED545210.].

The 2007 National Child Count of Children and Youth Who Are Deaf-Blind
The 2007 National Child Count of Children and Youth Who Are Deaf-Blind

Author: National Consortium on Deaf-Blindness (NCDB)

Publisher:

Published: 2008

Total Pages: 34

ISBN-13:

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The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education (Baldwin, 1993), it represents a thirty plus year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors, and each state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories--the Virgin Islands and Puerto Rico. Initially requested by the Department of Education as an examination of the discrepancy between the state/multi-state child counts and OSEP's annual December 1 counts (Baldwin, 1993), the child count has continued based on the work scope of the deaf-blind program national center technical assistance and dissemination centers and state/multi-state projects which have been federally funded in ensuing years. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the state/multi-state and national technical assistance projects, as well as serving as a common data collection and reporting mechanism for use across the country. With the publication of the 2007 child count NCDB has implemented a comprehensive revision of its child count reporting elements that addresses four specific issues: (1) Easing the data collection burden of the projects; (2) Increasing the efficiency of data collection activities; (3) Increasing the accuracy of the data collected and reported; and (4) Increasing cost efficiency. Activities initiated to ameliorate these identified issues included: (1) Definitional changes to increase consistency across states; (2) Realignment of data elements with IDEA, section 618 data reporting requirements; and (3) Changes in documentation procedures consistent with IDEA classification and reclassification regulatory changes. [For the 2006 Deaf-Blind Child Count, see ED545207.].

The 2013 National Child Count of Children and Youth Who Are Deaf-Blind
The 2013 National Child Count of Children and Youth Who Are Deaf-Blind

Author: Western Oregon University, Teaching Research Institute (TRI)

Publisher:

Published: 2014

Total Pages: 33

ISBN-13:

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The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the State/Multi-State and National Deaf-Blind Technical Assistance Projects, as well as serving as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which the National Center on Deaf-Blindness (NCDB), its predecessors, and the state/multi-state deaf-blind projects are funded, this national child count is used to help identify national and state technical assistance needs for children and youth who are deaf-blind, their families and the service providers and systems which serve them. The child count is conducted each year to supplement the Office of Special Education Program's Federal Part C and Part B Child Counts (Special Education Child Count), which include children as deaf-blind only when deafblindness is their single disability. The National Deaf-Blind Child Count Summary December 1, 2013 for ages birth through 21 by state is presented in this document. [For the 2012 Dead-Blind Child Count, see ED545213.].

Current Issues in the Education of Students with Visual Impairments
Current Issues in the Education of Students with Visual Impairments

Author:

Publisher: Academic Press

Published: 2014-05-19

Total Pages: 323

ISBN-13: 0124200494

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International Review of Research in Developmental Disabilities is an ongoing scholarly look at research into the causes, effects, classification systems, and syndromes of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. The current volume, number 46, addresses current issues in the education of students with visual impairments. Topics covered include the expanded core curriculum for students with visual impairment; assistive technology; Braille reading comprehension; communication development; orientation and mobility issues, and more. - Provides the most recent scholarly research in the study of developmental disabilities - A vast range of perspectives is offered, and many topics are covered - An excellent resource for academic researchers

The Education of d/Deaf and Hard of Hearing Children
The Education of d/Deaf and Hard of Hearing Children

Author: Peter V. Paul

Publisher: MDPI

Published: 2020-02-12

Total Pages: 200

ISBN-13: 3039281240

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A significant number of d/Deaf and hard of hearing (d/Dhh) children and adolescents experience challenges in acquiring a functional level of English language and literacy skills in the United States (and elsewhere). To provide an understanding of this issue, this book explores the theoretical underpinnings and synthesizes major research findings. It also covers critical controversial areas such as the use of assistive hearing devices, language, and literacy assessments, and inclusion. Although the targeted population is children and adolescents who are d/Dhh, contributors found it necessary to apply our understanding of the development of English in other populations of struggling readers and writers such as children with language or literacy disabilities and those for whom English is not the home language. Collectively, this information should assist scholars in conducting further research and enable educators to develop general instructional guidelines and strategies to improve the language and literacy levels of d/Dhh students. It is clear that there is not a ‘one-size-fits-all’ concept, but, rather, research and instruction should be differentiated to meet the needs of d/Dhh students. It is our hope that this book stimulates further theorizing and research and, most importantly, offers evidence- and reason-based practices for improving language and literacy abilities of d/Dhh students.

Educating Special Students
Educating Special Students

Author: Michael Farrell

Publisher: Routledge

Published: 2016-07-21

Total Pages: 334

ISBN-13: 1134833091

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Educating Special Students is the definitive guide to evidence based practice and professionally informed approaches to provision for special students. Now in its third edition, the book sets out ideas of best practice relating to different disabilities and disorders, helpfully discussing what might constitute effective provision. This edition has been updated to take account of new ways of classifying disabilities and disorders, and recent developments in research and practice, including the 2014 SEND Code of Practice (England) and the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM-5TM. A new appendix provides information on basic anatomy and physiology. International in scope, the book explores issues relating to: intellectual disability (profound, moderate to severe, and mild) sensory impairments orthopaedic impairment and motor disorders, health impairments, and traumatic brain injury oppositional defiant disorder, conduct disorder, anxiety disorders, depressive disorders, and attention deficit hyperactivity disorder communication disorders (speech, grammar and comprehension, semantics and pragmatics), and autism spectrum disorder specific learning disorders with impairment in reading, written expression and mathematics, and developmental co-ordination disorder. Educating Special Students will be of interest to all those studying special education, professionals, and others committed to seeking the best provision for special students.

Special Education in Contemporary Society
Special Education in Contemporary Society

Author: Richard M. Gargiulo

Publisher: SAGE

Published: 2012

Total Pages: 729

ISBN-13: 1412988934

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Special Education in Contemporary Society: An Introduction to Exceptionality is designed for use by preservice and inservice teachers who will teach students with special needs in the general classroom. The text provides a rare glimpse into the lives of persons with exceptionalities, including their families and teachers. Focusing on human exceptionalities across the life span, the text employs a traditional organization beginning with four foundations chapters that introduce teachers to special education, followed by 10 "categorical" chapters each on a different "disability." Each categorical chapter features sections on transition, cultural diversity, technology, instructional strategies, and family considerations.