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Understanding the Needs of DeafBlind Youth with Complex Support Needs

Purpose

This needs assessment is intended to gather initial input from professionals, family members, and others supporting DeafBlind youth with complex support needs. The goal is to better understand current challenges and barriers, identify training and resource needs, and recognize gaps in existing systems and supports. Findings from this assessment will help guide the development of future training, tools, and technical assistance to better support meaningful outcomes for DeafBlind youth with complex support needs.

Please NOTE: 

For the purposes of this survey, “professionals and providers” includes educators (e.g., teachers of the visually impaired, O&M specialists, speech-language pathologists), vocational rehabilitation counselors, HKNC staff, and other professionals who support DeafBlind youth. 

General Information
1. Please select the role that best describes you

Expectations and Potential 

In your experience, to what degree do the following statements apply 

2. Professionals and providers hold high expectations for what DeafBlind youth with complex support needs can achieve across communication, independence, and future outcomes (including but not limited to employment) 
3. Family members and caregivers hold high expectations for what DeafBlind youth with complex support needs can achieve across communication, independence,  (including but not limited to employment)and future outcomes 
4. There is a gap between what DeafBlind youth are capable of and the opportunities they are provided 

Knowledge and Skills of Professionals  

In your experience, to what degree do the following statements apply?  

6. Professionals and providers understand the unique needs of DeafBlind youth with complex needs 
7. Professionals and providers are knowledgeable about strategies designed to support DeafBlind youth with complex needs  
8. Professionals and providers have the training, skills, and resources to support communication development for DeafBlind youth with complex support needs 
9. Professionals and providers acknowledge and respond to unconventional communication methods (symbolic and non-symbolic) and recognize these as valid forms of communication 
10. Professionals and providers have the tools and processes to identify, document, and share a youth’s communication methods and the accommodations needed  to ensure access 
11. Professionals and providers have the training, skills, and resources to support independent living and daily living skills 
12. Professionals and providers are knowledgeable about and able to implement technology and assistive tools to support communication, learning, and access for DeafBlind youth with complex needs.
13. Professionals and providers have the training, skills, and resources to support vocational development and meaningful future planning 
14. Professionals and providers understand how to adapt the environment to support communication access and participation including using transportation systems to build independence and access to the community.
15. Educators are knowledgeable and use the expanded core curriculum for DeafBlind youth with complex support needs  

Systems, Coordination and Supports  

To what degree do the following statements apply? 

17. Professionals and providers have the time, staffing, and support to build and implement consistent communication systems.  
18. Professionals in the school, home, and community can provide access and communicate directly with the DeafBlind youth with complex support needs.
19. Transition team planning meetings are timely, accessible, and result in clear, actionable outcomes.
20. Services are well coordinated between schools and adult agencies.
21. Support services are available without wait list or delays (including agencies referring to other agencies).
22. Professionals and providers can locate and access appropriate services, programs, and opportunities.

DeafBlind Youth Experience 

To what degree do the following statements apply? 

24. DeafBlind youth with complex support needs have consistent access to a communication system understood by all team members.
25. DeafBlind youth have access to structured routines and organized environments.
26. DeafBlind youth have meaningful opportunities to explore interests, build skills, and participate in their communities (including access to transportation modes).
27. DeafBlind youth have access to and opportunities to use appropriate technology and assistive tools across settings.
28. DeafBlind youth are provided opportunities to learn and use transportation systems to build skills for adult independence.

Family Members and Caregivers 

To what degree do the following statements apply? 

29. Family members and caregivers have access to information, training and resources about the unique strategies designed to support DeafBlind youth with complex support needs.
30. Family members and caregivers understand how to adapt the environment to support communication access.
31. Family members and caregivers have the support, knowledge and resources to implement communication systems in the home.
32. Family members and caregivers have the knowledge and skills to advocate for services and opportunities for their child including vocational exploration, employment, or training opportunities.
33. Family members and caregivers have the knowledge and skills to support leisure activities and community involvement.
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