Issues in the Evaluation of Infants and Young Children Who Are Suspected of or Who Are Deaf-Blind

Abstract

Young children who are deaf-blind have unique communication, developmental, emotional, and educational needs that require special knowledge, expertise, technology, and assistance far beyond that required by other children with disabilities. The etiology of deaf-blindness is often multifactorial, with the most common causes being genetic and chromosomal syndromes, congenital infections, prenatal and postnatal environmental exposures, and postnatal trauma or diseases. Early identification is key, and begins with understanding the factors in medical and family histories that predispose a child to deaf-blindness. Assessment requires the skills of a team of clinicians. Coordinated early identification and intervention can ensure that the child who is deaf-blind receives the support needed to learn to communicate effectively with others and to develop conceptual skills necessary to support future learning. This article focuses on the evaluation of infants and young children who are suspected of being deaf-blind or who have already been determined to have this dual sensory impairment.

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