The Helen Keller National Center affiliate program - services for the deaf-blind - Deaf-Blindness

American Rehabilitation, Summer, 1995 by Rod Ferrel, Dick Carlson, Janis Friend

* must not be afraid of the person who experiences deaf-blindness (i.e., must be able to accept and send tactile signing, experience physical contact with the student, and have the patience to outlast tantrums; and

* have the innovativeness to try multiple approaches to any specific task.

The third major tool is the I-team, which consists of the VR counselor from MCB's Deaf-Blind Project, the intervenor, the community mental health case manager, a parent and/or group home manager, the day program representative, and the individual with deaf-blindness. These persons meet monthly to review progress made in the previous 30 days and to develop a training prescriptions for the forthcoming 30 days.(1)

After just 2 years, the program has shown unique progress per individual, as measured by the FSSI and subjective observation. To date, competitive employment placements have been attempted with only two persons with deaf-blindness: the first was placed as a bench worker, assembling roller bearings for patio doors. This was a five-step assembly process. The individual exceeded production of hearing-sighted coworkers hired off the street. However, with the slowdown in construction, the plant was forced to close. He was tried at the more traditional fastfood placement site. This effort was not successful due to communication problems at the worksite, as this person has minimum expressive skills in any format. It must be noted that this individual is now in a supported independent living program, maintaining his own apartment, preparing meals, and performing household chores. The I-team is currently seeking further vocational placement for him.

The second person with deaf-blindness was placed in a medical facility kitchen via supported employment. Even though she had improved dramatically from the time of referral to this first attempted placement, she did not have the skills to perform competitively in this arena. A second placement was attempted at a local newspaper, where she placed inserts in newspapers. This effort was not successful due to negative behavior problems on the job. It is the I-team's feeling that we were premature in both these vocational placement efforts.

Obviously the jury is still out on this service delivery process used within the confines of a VR effort. We have shown however, the giant strides that can be made in a person's total overall functioning level via this service delivery method. The program has accomplished the following:

* It has allowed the VR counselor to make valid decisions regarding the applicant's ability to benefit from VR services.

* It has provided the VR counselor a far better assessment of the person's skills, vocational potential, and vocational direction.

* It has enabled the system to provide the intense one-on-one observational and teaching environment wherein many of the positive hidden skills of the individual can be recognized. These skills are usually hidden by the individual's lack of language skills.

In the absence of the Intervenor Program, the individual would be served by the traditional delivery systems available. Many of the systems that have been involved in this process to date acknowledge a new appreciation and understanding for the individual with deaf-blindness and his/her skills as a result of the Intervenor Program.