a comprehensive array of specialized instruction and services maximizing the capacity of children and youth who are blind or visually impaired to learn effectively and live productively and independently. (8) The widespread use by States of the Individuals with Disabilities Education Act’s disability categories has led to a sizable undercount of children and youth with sensory disabilities and, consequently, a lack of recognition of the extent of the systemic need for the delivery of appropriate instructional services meeting their unique needs. This occurs in large measure because children and youth with sensory disabilities who also have additional disabilities are frequently formally classified as having multiple disabilities. Consequently, their vision, hearing, or concomitant vision and hearing disabilities and related support needs are not fully acknowledged. (9) It also must be acknowledged and recognized that the population of deaf, hard of hearing, or deafdisabled children and youth is inherently diverse, with 55 percent or more being children of color. In contrast, less than 10 percent of personnel, including teachers of deaf, hard of hearing, or deafdisabled children and youth, and interpreters, are people of color. (10) Qualified teachers of the deafblind are needed to assist children and youth who are deafblind in schools and school-related activities. Also needed are qualified interveners, who work one-to-one with children and youth who are deafblind and who have training and specialized skills in deafblindness. Interveners play a critical role in the provision of a Free and Appropriate Public Education for children and youth who are deafblind, because they provide access to the information needed for learning and conceptual understanding, facilitate communication development, and promote social and emotional well-being. (11) A national resource in blindness and visual impairment is needed— (A) to supplement the work of State and local educational agencies through student enrichment activities