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Teaching a child that is DeafBlind is a unique experience and it starts at home with you! Your child's early years are critical in creating a foundation for relationships, communication and overall learning. In the following section, you will find some strategies that are specific to the deafblind population.
Communication is the exchange of a message between two or more people. Through communication, children can make changes in their world, express wants and needs and make choices. Through communication, you can teach a child to play, to learn about the world, to interact with you to do daily tasks, and to work. Communication Fact Sheets for Parents (NCDB).
The degree of your child's vision and hearing loss will impact how your child communicates. Routines and repetitive activities are important. The ability to predict what will happen creates a sense of security and trust
Touch Cues: A gentle pat on the bottom may signal time to sit or a tap on the lip indicating it is time to eat
Sensory Cues: The smell of soap or the sound and feel of water may signal bath time
Object Cues: A bottle means it's time to eat or a diaper means it is time to change diapers
LilliWorks Active Learning Foundation
A resource for making toys/activities that are meaningful for children who are DeafBlind.
Perkins Scout: a searchable database of carefully evaluated online resources related to blindness and visual impairment.
The Importance of Touch in Parent-Infant Bonding - an article by Gigi Newton, Teacher Trainer, TSBVI, Texas Deafblind Outreach.
Tactile Strategies for Young Children who are Deaf-Blind: A Teacher's Perspective
By Patty Salcedo, M.A.
WonderBaby.org, a project funded by Perkins School for the Blind, is dedicated to helping parents of young children with visual impairments as well as children with multiple disabilities. Here you'll find a database of articles written by parents who want to share with others what they've learned about playing with and teaching a blind child, as well as links to meaningful resources and ways to connect with other families. Resource pages include:
The Oregon Deafblind Project is funded through grant award # H326T130008, OSEP CFDA 84.326T, U.S. Department of Education, Office of Special Education (OSEP), OSEP Project Officer: Susan Weigert.
The opinions and policies expressed by this publication do not necessarily reflect those of The Research Institute at Western Oregon University or the US Department of Education.
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