[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585859-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-585859-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","2021-national-deaf-blind-child-count-report","2021 National Deaf-Blind Child Count Report","","2021 National Deaf-Blind Child Count Report provides an annual snapshot of children and youth with deaf-blindness in the United States, compiling demographic information, severity and types of vision and hearing losses, and the causes and prevalence of additional disabilities. The report explains how the count is calculated for state project eligibility on December 1, including IDEA Part B and Part C context, education and living settings, and exiting status. It highlights discrepancies between the deaf-blind count and IDEA Part B totals and underscores the importance of accurate identification to support timely specialized services and research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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collect?","Question",{"text":63,"@type":64},"It collects demographic details, types and severity of vision and hearing losses, causes of deaf-blindness and additional disabilities, and information on education and living settings, services, and exiting status.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the official December 1 count defined in the report?",{"text":68,"@type":64},"The official count is the number of children eligible for state deaf-blind project services on December 1, along with information about the special education services provided under IDEA Part B or Part C.",{"name":70,"@type":61,"acceptedAnswer":71},"Why do National Deaf-Blind Child Count numbers differ from IDEA Part B counts?",{"text":72,"@type":64},"The count includes children whose sole disability is deaf-blindness and those with additional disabilities, while IDEA Part B reporting instructions require states to count children only when deafness and blindness occur without other 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an annual “snapshot” of children and youth with deaf-blindness in the United States, including  \n• Demographic data  \n• The types and severity of vision and hearing losses  \n• Causes of deaf-blindness and the types and prevalence of additional disabilities  \n• Comparisons with the Individuals with Disabilities Education Act Part B and Part C annual child counts  \n• Educational settings and services  \n• Living settings  \n• Part B and Part C exiting status information  \nAnnual National Deaf-Blind Child Count reports provide critical information to guide technical assistance, personnel preparation, scholarship, and research related to deafblindness in children and youth.  \nPublished 2022 by National Center on Deaf-Blindness  \nSuggested citation: National Center on Deaf-Blindness. (2022). 2021 National deaf-blind child count. [https://www.nationaldb.org/products/national-child-count/report-2021](https://www.nationaldb.org/products/national-child-count/report-2021)  \n[Reports from previous years can be accessed from the NCDB](Reports from previous years can be accessed from the NCDB National Child Count page.)[ National Child Count](Reports from previous years can be accessed from the NCDB National Child Count page.)[ page.](Reports from previous years can be accessed from the NCDB National Child Count page.)  \n1 Introduction  \nThe annual National Deaf-Blind Child Count is the world’s first and longest-running count of children who are deaf-blind. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on DeafBlindness (NCDB) and state deaf-blind projects throughout the country, including those in the Pacific Trust territories, the Virgin Islands, and Puerto Rico.  \nThe annual child count helps identify state and national technical assistance needs forchildren who are deaf-blind, their families, and the providers and systems that serve them.  \n1.1 Data Collection  \nEach year, state deaf-blind projects capture a point-in-time count of the number of children eligible for project services on December 1 as well as information about the special education services those children receive under the Individuals with Disabilities Education Act (IDEA), Part B or C.  \n• IDEA Part C covers early intervention for infants and toddlers with disabilities.  \n• IDEA Part B covers children and youth ages 3–21.  \nThe official count used in this report is the number of children eligible for state deaf-blind project services on December 1.  \nNCDB provides technical assistance to the state projects to help them conduct their countsand compiles the data into this national report.  \n1.2 The Importance of an Accurate Count  \nThe number of children identified as deaf-blind in the National Deaf-Blind Child Count and the total included in the IDEA Part B child count are often vastly different. In 2021, 9,809 children and youth were identified with deaf-blindness (ages 3–21) according to the National Deaf-Blind Child Count, while only 1,770 were identified in IDEA’s 2020–2021 school year Part B count (U.S. Department of Education, 2021) .  \nThis discrepancy occurs because the National Deaf-Blind Child Count includes children whose sole disability is deaf-blindness as well as those with additional disabilities. In contrast, IDEA Part B reporting regulations instruct states to count children only when a child has deafness and blindness and no other disabilities.  \nOver the years, under-identifying or under-counting children who are deaf-blind has been a consistent problem. Accurately identifying all children who are deaf-blind is essential so they can begin receiving specialized services and supports that are critical to early development and learning (Herbster, 2015; Müller, 2006; Purvis & Schalock, 2014) .  \n1.3 Overview of Deaf-Blindness  \nDeaf-blindness is defined in IDEA regulations as  \nC","cbCailHrqr8kTEV9","https://ap.wps.com/l/cbCailHrqr8kTEV9","pdf",2338880,106,"English","# Introduction\n## Data Collection\n## The Importance of an Accurate Count\n## Overview of Deaf-Blindness\n## Understanding the Report Data\n## Data Considerations","[{\"question\":\"What data does the 2021 National Deaf-Blind Child Count report collect?\",\"answer\":\"It collects demographic details, types and severity of vision and hearing losses, causes of deaf-blindness and additional disabilities, and information on education and living settings, services, and exiting status.\"},{\"question\":\"How is the official December 1 count defined in the report?\",\"answer\":\"The official count is the number of children eligible for state deaf-blind project services on December 1, along with information about the special education services provided under IDEA Part B or Part C.\"},{\"question\":\"Why do National Deaf-Blind Child Count numbers differ from IDEA Part B counts?\",\"answer\":\"The count includes children whose sole disability is deaf-blindness and those with additional disabilities, while IDEA Part B reporting instructions require states to count children only when deafness and blindness occur without other disabilities.\"}]","2021 National Deaf-Blind Child Count Report | PDF",1792056165,267]