1. KAREN COLEMAN GRACE KELLY HARTNETT DEIRDRE LEECH CATHERINE MCDONALD
EXAMINING THE IMPACT OF TRAINING IN DEAFBLINDNESS ON TEACHERS’ AND SPECIAL NEEDS ASSISTANTS’ KNOWLEDGE AND CONFIDENCE LEVELS
KAREN COLEMAN
GRACE KELLY HARTNETT
DEIRDRE LEECH
CATHERINE MCDONALD

2. Aim of our research
To support teachers and SNAs in their ongoing professional development
To support children who are deafblind in a school setting
To highlight the impact of the collaborative processes involved

3. Definition of Deafblindness
Nordic Definition:
“Deafblindness is a combined vision and hearing disability. It can limit activities of a person and restrict full participation in society to such a degree that society is required to facilitate specific services, environmental alterations and/or technology.” (Nordic Centre for Welfare, Denmark)
Also referred to as “dual sensory impairment,” “multisensory impairment” and “complex needs”
ASC Teaching Research Project 2018

4. Deafblind in Ireland
# people with hearing and vision impairment + 1 other disability:
2011 = 10,365
2016 = 13,635
2011 Census:
1,749 people with both hearing and vision impairment
2016= 1,913
2014 Survey done by ASC had 100 people with hearing + vision impairment reply
We currently know of 153 individuals who are deafblind
(45 of which are 0-18)
ASC Teaching Research Project 2018

5. Deafblindness
It is a low incidence condition; CSO ,913 individuals are deafblind in Ireland; 68 young people; 446 who are deafblind with at least one other disability
Research by Nelson, Greenfield, Shaffer ( 2013) suggest that children who are deafblind need meaningful and interactive learning, tactile or visual calendars & calming strategies with a sensory focus

6. Why? Important role of teachers and SNAs in children’s lives
25 young people receiving services from the ASC
Unlike other countries Ireland does not provide “interveners” in educational settings so how do children learn in the Irish context?
What knowledge teachers & SNAs had in the area of deafblindness
Would short training sessions impact positively on knowledge and confidence levels of teachers and SNAs
After six weeks, would strategies be implemented/ learning transferred into practice?

7. Data 8/25 schools invited participated in the study
52 participants in total
94% special schools
6% mainstream
47 completed pre- and post-training questionnaires
38% teachers
60% SNAs
8 strategies were presented: turn taking, tracing objects, visual calendars, name symbols, intensive interaction, clear beginning-middle-end, choice making opportunities and labelling the environment

8. Findings Knowledge and confidence levels had increased
Length of teaching experience was not a factor, however, specific training was
79% had implemented at least one strategy post training
15% increase in participants confidence in recognising deafblindness
Importance of collaborative approaches and sharing of knowledge between education and social care
Importance of clarifying “terminology”

9. Recommendations Teacher training programmes to include deafblindness
Refresher training / CPD
Importance of awareness amongst Principals (will affect allocation of resources)
Performance feedback/ mentoring from a specialist in deafblindness
Introduce “interveners” or “educational interpreters”
Support SNAs and Teachers to develop expertise in deafblindness ~ avoid duplication
Importance of collaborative working e.g. resource sharing, on line training etc.
Evaluation of the educational provision for children who are deafblind

10. Thank you for your attention
Thank you to the principals of the schools, teachers and SNAs for participating in this research programme. Thank you to the Teaching Council of Ireland for funding the study.