​Identification

To include a child in the count, they must be identified as a deaf-blind child. The IDEA 2004 definition states:
"Deaf-blindness means concomitant hearing and vision impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness."
Deaf-blindness refers to a combination of hearing and vision loss but most persons who are identified as deaf-blind are not totally blind or deaf but have a range of vision and hearing.

​Information Requested in Child Count

The following information is required in the Child-Count
  • State of residency
  • Student's state identification number (different from the social security number, this number is used to identify the student across school years)
  • Gender
  • Date of Birth
  • Etiology (Students primary disability)
  • Race/Ethnicity
  • Documented Vision Loss
  • Documented Hearing Loss and Indicate if a student has a central auditory processing disorder
  • Whether the student has corrective lenses, listening devices and/or assistive technology
  • Presence of other impairments or conditions

​Purpose & Implications

The purpose of the Child Count is to provide an annual “snapshot” of the number of students identified as deaf-blind across the United States. This yearly count allows states, agencies, and national organizations to compare data over time, identify patterns or shifts in prevalence, and monitor trends in educational placement, access to the general curriculum, and the types of supports students require. Because this data is collected consistently each year, it becomes a valuable tool for understanding how the population of students who are deaf-blind is changing and how their instructional needs are evolving.
Beyond monitoring trends, Child Count data is also essential for planning and improving services. States use this information to ensure that families have access to family support networks, including parent-to-parent connections, deaf-blind family organizations, and training opportunities. The data also helps states, schools, and technical assistance providers determine where additional professional development, educational resources, or intervention supports may be needed. In this way, the Child Count not only tracks numbers but also helps guide decision-making, ensuring that students who are deaf-blind, and their families, receive the educational opportunities, access, and support necessary for meaningful participation in school and life.

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