Rachel Anne Schles

Introduction: This study examined the interstate variability in eligibility criteria for the disability category of deafblindness. Methods: We systematically reviewed and coded information related to the location of state data, the use of federal language in state definitions, additional eligibility criteria (i.e., disability eligibility requirements, evaluative components), and required eligibility team members (i.e., specific school staff mentioned by profession to be present for eligibility determinations) for every U.S. state and territory, including Washington, DC. Results: We located deafblind eligibility data for 54 of 56 states. Thirty-one states provided an operationalized definition of deafblindness that included additional eligibility criteria. Seventeen states required students to first be found eligible as having visual and hearing impairments before they could be considered deafblind. Very few states required any eligibility team members with knowledge of sensory impairments or communication disorders to determine deafblind eligibility. Discussion: The findings of this work suggest there is large interstate variability in eligibility criteria for deafblindness. A universal operational definition of deafblindness with defined eligibility criteria may be necessary to ensure consistency in identification and access to appropriate personnel and services across states. Implications for Practitioners: Understanding the eligibility requirements in each state is critical to helping appropriately identify qualifying students with deafblindness. Practitioners should advocate for the identification of deafblind students by keeping any sensory-related information at the forefront of all eligibility discussions.