DeafBlindness is a disability where individuals have dual hearing and visual impairment. Functionality differs per individual from totally blind and deaf to having low vision and being hard-of-hearing. This disability affects communication and mobility in varying degrees, therefore this population benefits from O&M training. Orientation and mobility is the ability to travel in any environment efficiently while maintaining orientation, safety and confidence. In the USA, training is provided by O&M specialists. Individuals who are DeafBlind have difficulties with balance, using auditory or visual senses, and communication with the public, therefore they need O&M instruction to learn to navigate in various environments. To document the need for professionals trained to teach this population and to identify evidence-based O&M teaching strategies, two systematic reviews were undertaken.

Study One explored the need for interdisciplinary personnel for individuals with DeafBlindness by conducting a narrative synthesis of the relevant literature. Twelve articles were found and analyzed. The themes that emerged included roles of personnel preparation programs, the need for training opportunities for personnel, recommended practices and competencies for professionals, and identification of resources and services for children with DeafBlindness. Implications of this study were to develop university programs to train teachers, professional development for personnel, and funding to support these programs. Additionally, already established O&M university programs should incorporate information on serving students with DeafBlindness into their existing curriculum, thus offering a micro credential. In summary, to improve student outcomes, personnel must have specific DeafBlind competencies to better educate these children. It was evident that more research was needed to document O&M teaching strategies to be used with this population, therefore Study Two was conducted.

Study Two identified evidence-based O&M research and documented teaching strategies used by O&M specialists. Thirty research articles were reviewed for evidence. Communication, assistance, assistance, assistive technology (AT) (limitations, future recommendations), instructional strategies, and rehabilitation programs were identified as themes. Some teaching strategies included instruction in natural environments, using feedback and prompting, auditory and visual training, and peer support. Examples of AT consisted of electronic travel aids, communication cards, and tactual maps. One recommendation was for app developers to partner with people who were DeafBlind when developing wayfinding applications. For those people who have cochlear implants, post-surgery rehabilitation programs were suggested. Interpreters were also recommended to assist with communication for DeafBlind travelers. It should be noted that some of the AT mentioned in the research were costly and impractical in natural environments. Advances in technology in robotics need to be reviewed to look at practicality and cost to be user friendly for travel purposes.

The implications of the two studies concern future research and AT. Interviews and observations of O&M specialists serving individuals with DeafBlindness should be conducted. Another implication was the provision of appropriate communication modes and AT. Review of robotics and AI for applications for this population was also suggested.

Keywords: Deafblind, Orientation and mobility, teaching strategies, systematic reviews.