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This paper aims to offer practical suggestions as to factors needing consideration when meeting, interacting with or assessing the needs of an older person living with acquired deafblindness.

The paper’s author draws on his personal experience of living with acquired deafblindness to offer practical suggestions.

This paper offers an experiential definition of acquired deafblindness, before providing practical suggestions related to engaging with deafblind people, distinguishing between acquired deafblindness and cognitive decline, and assessing hearing and sight levels.

There is a paucity of literature on the lived experience of older people living with acquired deafblindness. This paper offers both a unique insight into this experience combined with practical suggestions for those in contact with older deafblind people.

The purpose of this paper is to highlight the need for services catering for older deafblind people in Northern Ireland (NI) and how Deafblind UK is responding, supported by funding from the Big Lottery Fund.

This paper is designed to provide an overview of deafblindness in NI. Supported by research and case studies, it explains the current situation, highlights the issues of this disability, the unique response required and how Deafblind UK's Connections NI project is meeting these needs.

Older deafblind people are a highly vulnerable group yet there was a severe lack of services in the region catering for their specific needs. Based on work elsewhere in the UK and initial feedback, Deafblind UK's Connections NI project has been designed to support older deafblind people in the region to give them control over their life choices and retain independence as far as possible.

The project was only launched in April 2013 so although results have been achieved by Deafblind UK elsewhere in the country, it could take some time for similar results to be seen in NI, particularly when considering the nature of the work.

Deafblind UK will work alongside agencies and in the community to raise awareness of deafblindness, helping to create clearer classification of the disability and associated issues, and deliver more targeted services that reach a higher proportion of older deafblind people in the region.

This paper highlights the lack of services for older deafblind people in NI and how Deafblind UK is uniquely meeting these needs.

This paper considers recent guidance on social care for deafblind adults and children issued to local authorities in March 2001 by the Department of Health under Section 7 of the Local Authority Social Services Act 1970. It uses Staffordshire Social Services Department's response to the guidance as a case study to identify areas of good practice and make practical suggestions for implementation. The guidance places the responsibility for improving provision to deafblind people squarely on social services, rather than including other agencies such as health and education. The paper argues that this may be hindering the development of integrated services.

Protection issues are a high priority for Sense, a specialist UK organisation working with people with deafblindness and associated disabilities. This paper reports on the setting up of a protection committee within Sense to advise the organisation on policy, practice and training issues.

Sense, the leading national charity that supports and campaigns for children and adults who are deafblind, set up the Capacity to Communicate Project in response to the new role of independent mental capacity advocates created by the Mental Capacity Act 2005 (HM Government, 2005). The project provided training and information, harnessing best practice around communication and advocacy for people who lack capacity and who have little or no formal communication, in particular those with a dual sensory loss. As part of the training, advocates were asked to submit a written assignment. These case studies, including some adult protection cases, have given us valuable information about the nature and process of independent mental capacity advocacy and what can be done to improve this relatively new statutory role, in particular developing better understanding, skills and processes around communication in order to represent and protect vulnerable adults.

Assessment techniques for students with visual impairments (that is, those who are blind or have low vision) are designed to meet their unique learning needs. Considerations for assessment both within the general curriculum and expanded core curriculum (ECC) for students with visual impairments are presented. The roles of educational team members are discussed, especially as related to special education service providers trained to teach students with visual impairments. The heterogeneous nature of the population of students with visual impairments and the importance of assessment as a collaborative process are additional discussion points presented within this chapter for specific consideration.

The purpose of this paper is to review the reasons underlying the slow rate of progress towards developing a comprehensive policy underpinning for adult safeguarding in England and proposes long-term solutions.

This paper uses a model of policy change to argue that adult safeguarding has been over-reliant on case histories to define its policy problems and influence its politics, while making insufficient progress on data collection and analysis. It uses examples from the parallel discipline of public health to explore four challenges, or “problems”, relevant to the further development of the knowledge base underpinning adult safeguarding policy.

Four recommendations emerge for closing the adult safeguarding “knowledge gap”, including the development of a national research strategy for adult safeguarding. In a fifth recommendation the paper also proposes a clearer recognition of the contribution that local public health professionals can make to local adult safeguarding policy making and programme development.

The first four recommendations of this paper would serve as the basis for developing a national research strategy for adult safeguarding. The fifth would strengthen the contribution of local public health departments to safeguarding adults boards.

The author is unaware of the existence of any other review of the limitations of the adult safeguarding knowledge base as a foundation for policy making, or which proposes strategic solutions. The work is valuable for its practical proposals.