Learning Environments for Individuals
with Deafblindness
In August, 2004, a group of wonderful Intervenors from across British Columbia attended a course entitled, Intervention – Level 2. This manual is the result of their combined experience, discussions and collaboration.
Contributors:
Willie Baase |
Linda Batten |
Lisa-Marie Carlson |
Karen Froess |
Sue Gawne |
Lorrie Glaim |
Susan Lloyd |
Robin Lund |
Elsa McTavish |
Lynne Meneghetti |
Carol Nordal |
Sue Patterson |
Debbie Rayner |
Debbie Roblin |
Sara-Lee Salterio |
Theresa Tancock |
Lee Wilcox |
Shannon Yzerman |
British Columbia Provincial Outreach Program for Students with Deafblindness
10300 Seacote Rd.
Richmond, BC V7A 4B2
Table of Contents
Introduction
WHY AN INTERVENOR...
By Sue Gawne, Intervenor
It was the first day of class for a new group of Grade 7 students and their Teacher. As my deafblind student and I walked into the classroom all eyes were on us. The students and teacher were sitting on chairs, in a large circle all facing the center. As I looked around the circle, I could see many thoughts as I read their faces: faces of confusion, faces of wonder, some faces rolling their eyes and a few smiles. Here was my teachable moment, and within the next twenty minutes they were all introduced to the world of deafblindness. As we stood at the door, I smiled at the teacher and told him that we had been assigned to his class. He smiled at me and said, “Welcome, come in and find a seat. I signed to my student and verbally told him this was his new class, and his new friends and I pointed around the circle. We had
to go and get a chair and bring it to the circle, my student helped me get the chair and sat between two students. These two students were quick to move out of the way for us. I smiled inside, thinking this is going to really be a teachable moment. As my student sat down, I signed and verbally told him I was going to go talk to the teacher. I went up to the teacher and explained that as this student was going to be in his class I would like to have a few minutes to introduce us to the students, if that was possible. Without hesitation, he said, “Sure, you can have all the time you need, after we get these cords put away”. I now had a few minutes to decide how to use the time I was given.
As I introduced my student and then myself as his lntervenor, I really got the “What is she talking about look”. Then I went on to tell them about his world. I told them why he was wearing that hair band around his head, and that it was actually a hearing aid that was mono-tone and then explained what that meant. I also told them that his vision wasn’t clear, and that he could see very well around him but not in front. You have to make big actions to get his attention, and talk to him directly for him to know you are talking to him. As I continued to speak I could see the faces change, they were now inquisitive looks, as their bodies started to relax, it was clear they wanted to know more. My student sat in his chair as I addressed the class and was self-stimming, playing with his fingers and watching the light
pass through, which is what he does best when there is no intervention. I told the students I was going to give them a brief tour of what it was like to be in a deafblind world. I asked them to close their eyes, and plug one ear. Whichever one they choose. This room also happens to be a band room, so I walked around the room, talking and touching different things. I was then silent, and went around and tapped each student’s chair. When the simulation was over, the students were very attentive. I then went on to explain that, my job as my student’s lntervenor was to bring the world to him, and to decipher his communication to the world. I told them his communication was different than theirs because he couldn’t speak. He used a combination of sign language, picture symbols, a calendar system, along with his behaviour to communicate. I invited his classmates to sign “hello”, and they were all willing. They looked at my student, and signed and said his
name. It was so cool to see all their faces greeting him. He was then looking around the circle as his classmates were signing hello. I signed and told him that these were all his new friends.... I signed and said, boys and girls, he signed back boys, and said the word “Boys” and then signed girls. There were gasps from the students and myself. I replied, “Yes”. I repeated it, just to make sure I hadn’t heard things. I signed and said “Boys” and he repeated the sign and the word “Boy” again. Well, there was a lump in my throat, and I knew this was a milestone, here and now at this very moment. I wanted to jump up and down. I shared the moment with the class. I told them that they heard for the very first time as I did, that he spoke the word “boy”! Their faces all lit up. He looked around and waved back at his classmates. I told the students to feel free to approach him and get to know him, as he was a very interesting classmate. I also told them
to approach me anytime they could see that I was not talking to him directly, and I would be happy to help them learn to communicate with him.
We went on to play a toss the ball game with the class. I signed to him, that the rules were: “Say your name and throw the ball”. He tracked the ball, and threw it back when it came to him. My student, didn’t understand the rules to wait and became impatient. He let everyone know by becoming very upset. He became loud and physical, throwing himself on the ground towards the center of the circle. The teacher was wonderful; he just kept on with the game, as the students looked and seemed shocked by his behaviour. Once my student was back in his chair and the game stopped, I explained to the class that his behaviour was a form of communication, because he didn’t really understand the rules. However, he had to learn and by watching them play, he would eventually understand the rules, and that he had to learn to wait. I gave the same message
to my student through voice and sign. He had to play by the rules. He didn’t comply and had a time out. He then requested to come back and play. He was already learning!
The teacher then took attendance; I requested that my student be given the task of taking it to the office for him. My student was sitting across the room from the teacher. I signed and spoke that we were going to pick up the blue form and take it to the office, pointing in the direction of the teacher. My student likes going to the office. The teacher then.... WAVED THE BLUE FORM in a large motion and called his name. My student looked over to the movement, stood up and went over to the teacher independently to pick up the form, and skipped toward the door. He knew he was going to the office and appeared to be happy to do the task he was given. As he left the room, everyone said good-bye to us with smiles on their faces.
This was a day I will never forget. This moment in time was all about the heart of intervention. This class of Grade 7 students and their teacher, have embarked on a remarkable journey of learning about deafblindness.
|
“Life is not measured by the number or breaths we take, but by the moments that take our breath away.” Author unknown |
What is Deafblindness?
Deafblindness is a unique disability. It may occur separately or in combination with other disabilities. Someone who has both a significant vision loss and a significant hearing loss and who is unable to function in most everyday situations is considered to be deafblind. Deafblindness is defined as not having sufficient vision to compensate for the loss of hearing and not having enough hearing to compensate for the loss of vision.
The student may have difficulty gathering information, communicating, and orientating within his/her environment without the full use of his/her distance senses (sight and sound).
Due to the lack of information from the distance senses of vision and hearing, deafblind individuals are not always able to gather enough information to be fully aware of what is happening around them. If they have some residual vision and/or hearing, the information they receive may be distorted. They may have difficulty making informed decisions due to their lack of information. Therefore, individuals with deafblindness require someone to provide them with accurate information in a way they can understand. They also require more time to comprehend and process information, make a decision, and to act.
Deafblindness is a unique disability and requires both a unique approach and a unique system to deliver that approach. This is where the Intervenor comes in.
What Is An Intervenor?
Deafblindness is not deaf plus blind. It is deaf times blind. Individuals who are deafblind must be supported in ways that are very different to those who are deaf or those who are blind. Supporting individuals who are deafblind is very complex, requiring specific approaches, techniques, methods and programming designed to meet the needs of each individual. Intervenors receive specialized training in all of these areas.
The Intervenor acts as the eyes and ears of the deafblind student, gathering information and providing ways for the student to process, understand and use the information to make an informed decision and become an active part of their world. The Intervenor must consider many aspects in providing information to the deafblind student. This includes time, scheduling, space, storage, equipment, accessibility, safety, movement of equipment, lighting, noise, transportation, and styles of communication, as well as medical considerations. Teachers and school staff will need to be aware of these aspects in order to allow the Intervenor to deal appropriately and accurately with each consideration.
A Summary of the Role of the Intervenor:
Develops a trust bond with the student
Understands the impact of vision and hearing loss on learning
Assists student to anticipate events
Facilitates communication and requires conversation
Provides motivation to want to participate in activities
Learns the communication style of the student and ensures the comprehension and meaning of signs and symbols
Ensures that concept development is occurring during interactions
Provides feedback to the student about their actions
Assists in social skill development
Incorporates pre- and post- learning strategies for all appropriate learning situations
Time
Time is a big area of concern in the deafblind world. Students with deafblindness require more time to comprehend and process information. The Intervenor needs time to help the student through this process. Time also needs to be considered in the movement of the student from one classroom to another. Crowded hallways may make this difficult and may hinder the safety of the student if he or she uses a walker or wheelchair. Within this one aspect of time, many considerations, adaptations, and/or modifications may have to be utilized. It is important for the Intervenor to be made aware of upcoming field trips or events within the school in order to determine the time necessary to prepare the student and to facilitate any necessary transportation needs.
Trust
The need for the Intervenor and deafblind student to develop a strong trust bond must be taken into consideration. This relationship may take several months or more to develop. This trust bond is very significant in order for the student to feel safe so that he or she will want to learn and be a part of the world around them. Each time a new Intervenor is introduced to the child, time must be allowed for the trust bond to develop.
Equipment and Space
An important consideration is the equipment needs of the student with deafblindness. This may include communication systems, wheelchairs, canes, walkers, etc. It is important to recognize the need to accommodate the deafblind student’s equipment, personal needs, and adaptations and /or modifications. Even something as common as a locker can be a difficulty for the deafblind student. A key as opposed to a combination lock may need to be used. There are many things to consider on an individual basis. It is important that the team works with the Intervenor to ensure that these concerns are addressed successfully.
Intervention Is – Lynne Meneghetti
Intervention is an information-gathering partnership. It is allowing the person with deafblindness to be an active participant in the world around them. The world needs to make sense to them and the best way to allow that to happen is with total non-distorted communication. We must wake up all the senses to enable the person with deafblindness the ability to make sense of it all. Once this happens the result is empowering. The person with deafblindness can make informed choices, can give feedback, can be understood, and can be motivated to be a lifelong learner.
To be an active participant with an intervenor takes an enormous amount of trust. This connection does not happen over night. It may take months to see the first glimmer of light enabling the intervenor and her partner to have a working, trusting relationship.
Intervention is not always perfect. It’s OK to make mistakes The intervenor must be as flexible as her student. To enable the person with deafblindness to be challenged we must challenge them. Sometimes following the lead of the student can be more rewarding for them than completing a planned activity. After all, it’s not that you get to the end, it’s how you get there that counts and what you saw along the way.
A quote from the poem “My Hands” by Amanda Stine could also describe the role of intervention:
They are my key to the world
My Ears, My Eyes, My voice...
My Heart
They are me.
Communication and the Intervenor
The Intervenor as a Communication Partner
Communication is defined as “social contact: routine exchange of information” in the Oxford English Dictionary. In the sighted, hearing world the simplicity of this statement can be taken for granted, however in the world of deafblindness, communication is not simple and can never be taken for granted. Each deafblind learner has a unique set of considerations required to obtain receptive and expressive communication. Because deafblindness is an information gathering disability, the Intervenor plays a vital role in the communication process. Given the appropriate training, time, space, equipment and materials, an Intervenor opens up the learner’s world and allows him or her to be an active and contributing participant in all activities. There are various methods that have been proven to work for deafblind individuals. Each
method is adapted to suit the individual learner’s needs.
The school based team plays a fundamental role for putting the communication program into place. It is crucial to have an Intervenor as part of this team. The Intervenor provides a consistent communication partner for the student who is deafblind, and as such gets to know the student very well. Their input to the team as a whole is invaluable.
The Intervenor is there to ensure the student with deafblindness receives the necessary information, and to ensure that the communication efforts of the student are understood, recognized, and respected.
As the student’s primary communication partner, the Intervenor must remain focused on the student at all times to ensure they do not miss the student’s smallest gesture or body language in their attempt to communicate. If this opportunity is missed, it may be weeks or months before the student attempts to communicate again.
A trained Intervenor ensures that the deafblind learner has access to an effective means of communication. In many cases the learner may not receive any information or receives it in an incomplete form. The learner may misinterpret the information or may not understand it. As a direct result, his expressive communication levels are impaired because he doesn’t know how to react, or that he’s even supposed to react, or he might not be motivated to react. The learner may be completely isolated with no opportunity to interact with his environment. He may display ‘inappropriate behaviors’ that the outside world doesn’t understand. He needs someone to help him learn how to interact with his environment, how to communicate. This is where the Intervenor plays such a strong role. The Intervenor is a paraprofessional
who has received specific training in the field of deafblindness and Intervention. The Intervenor is educated in communication techniques that have been proven to work in aiding deafblind learners.
The Intervenor is trained to constantly observe every nuance of body language the learner displays so she is able to interpret the meanings of his actions and reactions, no matter how enigmatic or imperceptible they may seem. She in turn passes this information on to everyone else that interacts with the learner so they can understand the student’s attempts at communication as well. The Intervenor can share all the information he/she has about the deafblind learner’s communication styles with those he comes into contact with on a daily basis. This may be by teaching classmates specific signs or by simply showing friends in the community how to say hi to the learner. In this way they will know how to communicate in a manner that is appropriate and consistent to the deafblind learner.
DIFFERENT TYPES OF COMMUNICATION
There are numerous types of tools we use as Intervenors to facilitate communication. Communication in the Deafblind world can be as subtle as the blink of an eye, or a twitch of a toe. It can also be full participation in an activity the class is involved in. As Intervenors, we are skilled in decoding this information, however, the greatest challenge we face is to have the learner interested enough in what we are doing to engage in communication. Depending on the needs of the learner, many communication tools have already been developed. Some are readily available thorough our resource team, others must be created by the lntervenors specific to the learner. Some of the tools are brought to the team from others experienced in the field, which makes networking in this specialized field very important.
Strategies
The key strategies to consider when implementing a communication system are: simulations, routines and the individualized system needed by each learner.
Simulations
Classroom and staff simulations are powerful tools in helping others understand the importance of an effective communication system for individuals with deafblindness. Having others understand the vision and hearing loss of the learner and how it affects their world, is essential. The Intervenor has received training in implementing simulations that will help others gain a clearer picture into the world of someone who is deafblind. Simulations are fun and a good way to start some social interactions.
Routines
Routines play an essential role in communication for the deafblind learner. They are an excellent means for creating opportunities for communication. IEP goals can be incorporated into routines fulfilling many needs at the same time. By accommodating educational goals with enjoyable activities routines can be fashioned to generate abundant opportunities for receptive and expressive communication. They can be designed to involve all of the learner’s senses. Because sight and vision are adversely affected in the deafblind learner his distance senses are very limited. His impact senses of taste, touch and kinesthetic feedback may be his most reliable sources of information. A routine can be designed to utilize those senses that are more readily accessible to the learner. These should incorporate the residual
senses of vision and hearing wherever possible to develop and increase their use. The residual senses of vision and hearing should be incorporated wherever possible to develop and increase their use. Through doing this routines become learning environments filled with receptive communication. Consistency and repetition build confidence and understanding in the deaf blind learner. Recognition of steps takes place; anticipation is learned. Neurological pathways are expanded and the ability to communicate is increased. As this growth takes place the routine is expanded and opportunities for expressive communication are built in. The Intervenor uses the skills she’s been taught to find ways to turn teachable moments into opportunities for expressive communication. As a result, the learner begins to understand that he can explore his environment; he can reach out to it and be an active participant. He communicates.
Communication Systems
The team must put a communication program together for the Intervenors to facilitate and implement. This program may consist of a combination of the following; Sign Language, PECS, PICS, Braille, Calendar systems, routines, computers, switches, light boards, cues (pictures, objects, scents, sounds). All of these may be used in combination with each other, to allow the learner to gain interest into the outside world and give him a reason to communicate. In order for a communication system to be effective, the Intervenor needs the time to prepare and implement the materials. Then we need to think about where it is all kept so that it is readily available to the learner. This communication system will be the key to the learner’s success in all areas of life. Its importance cannot be
over-emphasized.
Calendar Systems
A Calendar System is like a day book adapted to the specific needs of the student. It may vary from a book size to a compartmentalized shelf with many variations in between. Calendar Systems, though possibly large scale and hefty are a powerful teaching tool. These systems are used worldwide with deaf blind students and are an extremely effective method for teaching communication. It will give the students opportunities for choice making, will help the learner to know what will happen in their his day and give them him some control in their life. This tool will help break down the day into manageable chunks and they/he will learn to anticipate preferred events. The continuity it offers in different environments will be reassuring. These systems are designed to be versatile and can be adapted to each child. This
calendar system is also designed to grow with the student throughout their/his school years. The components of the system may be visual, tactile, scented etc. in order to use the strongest senses the student has. The drawback to this wonderful teaching tool is the space it may need to house its parts, though they range in size. They can be as small as a book to taking a section of wall space, shelf space and storage space. Regular prep time and materials for the Intervenor is also needed. As the student grows intellectually, new pictures, objects and the like will need to be prepared. This is a small price to pay for the advantages and the control calendar systems will bring to the student’s life.
Wall Cues (Location Cues)
Deafblindness is an information gathering disability that seriously impacts the deafblind learner’s ability to know where he is. He does not have the capability to see or hear what is going on around him like sighted/hearing people do. He cannot rely on his vision and hearing to supply him with this necessary information so his world is much smaller and very confusing. The only recognizable factor in the hallway could be the long walk it took to go down it, or the lights moving by overhead as the learner is pushed down the hallway in a wheelchair. The only distinguishing factor the learner might notice when entering a new room could be a difference in brightness, or a classroom peeked at through a window could be made up of many blurry and unrecognizable blotches. The deafblind
learner needs a way to be able to orient himself and to find his place in space. Wall cues are an effective method for doing this. They consist of touch or visual cues attached to the wall or door, on or near the entrance to a specific area. The texture of the wall itself, like a brick entryway, could also be used as a cue to tell the learner where he is. The attached cues should be objects specific to a room or area such as a white board brush for a classroom or a beanbag attached to the wall outside the gym. These are objects the learner can associate with that room. He can feel them before entering, and if he has enough vision he can look at them.
Learners who have even more vision might not need object cues and could use visual cues such as line drawings or photographs. A symbol for the classroom could be used on the wall, or a photograph of the classroom teacher could be hung just outside the room. The style, size and shape of the cues are specific to the learner’s needs. They are always created in the same style as those used in the calendar system. Consistency is very important so that the learner begins to recognize the cues and ascertains their meanings. Consequently identical cues to the ones hung on the wall are used in the calendar system. In this way the learner can take the cue along with him holding onto the information that tells him where he’s going and then can anticipate what’s to come. When he reaches the desired area he can
compare cues and know that he is at the right place. Through consistent use and repetition the learner ascertains that the cue signifies a specific place and can then orient himself accordingly.
Developing Social Skills
Developing social skills with the deafblind learner has to be one of the most important areas within this field. The Intervenor must ensure that each learner with deafblindness has the information they need to engage in social interactions with their peers and with others in their world. These social interactions can take many forms. In all cases, the challenge is allowing the time needed for communication to happen. The world is a fast moving place, and we always seem to be in a rush to get our goals accomplished. In the world of Deafblindness, the learner must be given the time needed to process and respond to the information they need. Peer support is often overlooked as a learning tool for both the learner with deafblindness and the peer, as the learner needs so much more time to allow communication to
happen. Teaching peers to communicate with the learner is an important part of the Intervenor’s role. Peers need to know the vision and hearing loss of the individual, and be taught how to interact in a way the learner can understand. As the lntervenor takes the time to introduce the communication system to the class, the peers will quickly learn and be willing to support the learner. Once peers have this basic understanding, they can often be very creative in finding very effective ways to communicate.
Having peer buddies is a good way to introduce deafblindness to the classroom and build relationships between all the students. Field trips outside the classroom and school are also great times for social interaction.
Introducing simple sign language to peers is also a very welcomed tool for peer communication. It’s fun; the peers enjoy it, and it provides them with one more way to interact with the learner who is deafblind.
The Intervenor may also introduce the learner to the secretary, librarian and other key people within the school and community.
Routines are a very important part of social interaction, as the more the learner is seen, the more people begin to understand the learner’s communication system and have the opportunity to communicate with the learner. The Intervenor is always there to facilitate/clarify the interactions for the learner with deafblindness and the people around him or her.
Conclusion
Communication is an ongoing process, the more the learner receives, the more the learner requires. The Intervenor needs consideration, support and participation from the school-based team to implement all of the different communication programs required. Without intervention the deafblind learner does not have access to sufficient information about the world around him to form effective social contacts, and his access to communication is severely limited. With intervention the basic human right for freedom of opinion and expression and thus communication, is fulfilled for the learner who is deafblind.
“Conversations” – Sue Gawne
Conversation is so much more than just speaking; it is so subtle. As I look back on my interactions with J., we have had many involved conversations. They weren’t interactions; they were conversations. Wow, what a different feeling that sentence gives, it makes him human, instead of robotic, for a lack of a better term. Our conversations are growing, he is very playful and starting to show his sense of humor and personality. It has been conversation after conversation, not only with me, but he is starting to have conversations with other peers and staff, which is so cool to watch. He knows what he is doing; it is the look on the other persons face that is so priceless. As they look to me for interpretation, they are learning; he is teaching them. It is just so cool and exciting to watch him. The treasure today, these are
“Conversations” not interactions, how powerful a statement becomes when one word is changed.
LEARNING ENVIRONMENTS
The Classroom and School
The classroom and school learning environments create some unique opportunities and challenges for the student with deafblindness. Issues such as lighting, background noise, equipment and space requirements all have to be taken into consideration in designing the optimal learning environment. Remember each student’s needs vary. Work with Teachers of the Visually Impaired and Teachers of the Deaf and Hard of Hearing, along with a Deafblind Specialist to determine the optimum conditions for your student.
Lighting
When working in a classroom situation, the overall lighting must be considered because it may affect the learner’s optimum vision.
General Tips
Position the student with deafblindness facing away from a light source such as a window or a bright light source.
Correct positioning of the learner is important to get the illumination that is needed.
Sunglasses may be required to reduce outdoor light sensitivity.
Other Visual Factors
Four other factors that affect vision are:
Contrast: strong contrast between objects and background
Color: bright, pure color, rather than muddy or pastel shades
Simplicity: simple, bold shapes and single images with the outline clearly visible and simple bold use of color is best
Size and Distance: make the materials larger (i.e. handouts) and/or bring the student and objects closer so the material is in the learner’s visual field
Noise
Noise can be an inhibiting factor in the learning environment for the learner with deafblindness because it may cause distractions or over-stimulation which may lead to further withdrawal or inappropriate behavior. For example; background noise such as fans, lights, furnace, outside noise, etc. make it very difficult for the student to focus on your voice.
General Tips
Allow the student to sit close to the speaker.
Respect the learner’s right to use his/her hearing aids and/or FM system.
Speak with your normal volume, pitch and use good enunciation.
Space Requirements
Sufficient space within each classroom and the school is necessary for the student with deafblindness.
Space will be required for some or all of the following: the learner’s Intervenor, calendar system, equipment such as FM, CCT, computer, brailler, light box, switches, etc.
Extra storage space within the school may be required for large equipment, such as standers, or physiotherapy equipment.
Inform the individual with deafblindness of any changes in the classroom/school setup to develop a sense of trust that his classroom and school are safe for him in spite of his lack of vision and hearing. This will encourage the learner in exploring his educational world.
Because students with deafblindness have to work hard at utilizing their available visual and auditory senses, they become mentally and physically fatigued therefore they may require a quiet area to rest. Research has shown that a pattern of activity and relaxation helps individuals to better learn and cope.
Scheduling/Time
Scheduling/time is essential to the daily routine of the individual with deafblindness to allow him/her to understand and anticipate activities and possible change.
In regards to scheduling, please keep the following in mind: inform the Intervenor daily of schedules, changes, upcoming events, and curriculum.
Many professionals will visit the student with deafblindness on a regular basis. Encourage appointed scheduled times and cancellations. Since the deafblind student has difficulty gathering information it is imperative that the Intervenor has correct information to give.
Providing extra time in all activities involving the learner with deafblindness is extremely important. These students require this time to gather information, process, and express their understanding of the information. Using one or more mode of communication such as sign language, object and/or picture cues, large print or braille also lengthens the time.
Time may need to be allotted for personal care, feeding, medications and special circumstances.
Further time will be required to experience the whole process (setting up, participating, and cleaning up after the activity) and foster the student to make choices and become independent by ‘doing with and not for’.
Accessibility
It is vital that the individual with deafblindness has easy, safe and close access to all areas within the classroom, school, and outdoor areas. This is essential to ensure the student can be encouraged to use his/her residual hearing and vision to become an active participant in our world. This will also enable the student to participate in all activities with minimal disruption to the class while using his/her communication calendar system.
General Tips
Keep all chairs pushed in
Have clutter free areas for mobility and wheelchair use
Large numbers or tactile cues on doors significant to learner
Inclusion
As sighted / hearing individuals, many of our social skills are learned through observational or incidental learning from other people. The learner with deafblindness does not have this same opportunity and must learn through direct hands on involvement in an activity. He/she will need to be directly included in all classroom and school activities to promote a sense of belonging and to provide concrete information for learning.
Some opportunities are:
Educate school peers focusing on what the student can do, see and hear (can be done through a simulation), how he/she communicates, and by allowing time for questions. When appropriate, the student should be encouraged to participate in this process
Develop a peer support network
Taking turns in sharing times
Having classroom jobs such as washing desks, handing out supplies, and doing the class calendar
Buddy activities
Contributing to group projects by having a significant task assigned like coloring a report cover
Having jobs to do within the whole school such as recycling, delivering mail, leading a sign language club
Primary/Elementary School
Elementary School provides an opportune starting point for other children to learn about the uniqueness of deafblindness. This promotes and fosters awareness, communication, friendships, and inclusion, which are all extremely important to the deafblind student.
It is important for the classroom teacher and Intervenor to provide ways for the children to learn about deafblindness and the unique needs of the student who is deafblind. How can this be accomplished? Let’s consider a few ways.
Simulations
Simulations can be valuable in helping peers identify with and understand deafblindness. Make sure the participants realize that this experience is not real. We can never really understand how a person with deafblindness experiences their world, but a simulation can get us thinking about what it may be like. Set aside some classroom time for the simulation. Using blindfolds and earplugs and/or earmuff hearing protectors, have the students do some classroom activities under simulation. Then engage the class in a discussion about their experiences.
Games
Another way of helping peers understand deafblindness is through the use of games. Arrange to have the children play games that include the deafblind child, if possible. For example, the game of 7-up is played with each child making a tactile name cue. The game is played as usual except that the children who have their heads down must guess whose tactile cue they touched. The outcome will show the other students how difficult it is for the deafblind student to remember all the tactile name cues because there are so many. This puts the children in touch with the deafblind student in a very relevant way.
Buddy Systems
Buddy systems are another excellent means of teaching about deafblindness. You can have students take turns sharing buddy time by introducing themselves with a cue or name sign. They can then spend time reading, doing arts and crafts, having lunch together, playing, gym time, recess time, library, music, computer, etc. Depending upon the needs of the particular deafblind student, it may be necessary to limit the number of buddies. One or two older students in the school could act as a buddy on a regular basis by spending ten or fifteen minutes with the deafblind student in a specific way, such as in a specified morning routine or activity. It may be that the deafblind student goes with the buddy to the office to deliver the daily absentee list, to return a book to the library, or to water
a plant. There are many ideas that can be utilized for a buddy system to be effective and meaningful.
Middle/Secondary School
This is where students begin to move from classroom to classroom. A couple of the most important things to take into consideration are time and space:
Time
One of the considerations the Intervenor must address at this level is once again, time. If the deafblind student is not in a resource room, extra time is necessary to move safely between classrooms in a timely manner. This can be accomplished by allowing the student to leave the class five or more minutes early in order to avoid crowded hallways. Physical equipment also needs to be considered in the safe movement and time between classrooms.
Space
It is very important that the learner with deafblindness has a safe and familiar place that serves as a home base, a place where his communication and calendar system can be accessed, a place for equipment and materials to be kept. At the age, most learners can cope with the activities happening in different places throughout the school, but consistency and predictability are still very important factors and need to be accommodated in a way that will work for the learner, as well as for the staff and school.
References:
Understanding Deafblindness Issues, Perspectives, and Strategies, Vol. 1 (1998).
Alsop, Linda, Ed. Ogden, Utah: Ski-Hi Institute
A Guide to Planning and Support for Individuals Who Are Deafblind (1990).
McInnes, John M., Ed. Toronto: University of Toronto Press Incorporated
COMMUNITY ENVIRONMENTS
Community access is important to the learner with deafblindness. So many learners with deafblindness need to learn to adapt to different environments. Transitions are often difficult, which may result in inappropriate behaviours. Positive behaviours will encourage a more inclusive relationship with people in the community, so strategies must be put in place to offset the inappropriate behaviours and foster positive interactions with others in the community. This includes learning to adapt to new experiences, whether they be emotional, social, physical or intellectual.
The Intervenor’s role is to encourage each individual with deafblindness to explore the world around them, and to help them gather information from their different environments. Introducing the student with deafblindness to different community environments will motivate them to want to experience and explore more of the world around them, as well as helping to learn a variety of very important life skills.
A. Transportation Issues
1. Considerations
• accessibility and mobility
• noise levels
• crowd congestion
• new learning experiences may lead to frustration, lack of understanding and lack of acceptance
• motivation and anticipation
• promotion of independence and adaptability to transitions
• lifeskills goals
• mode of transport: Handydart, staff vehicle, transit bus, school bus, walking (independently or assisted), wheelchair or walker
• carseat: if used, is it safe and legal
• expenses
• appropriate behaviours
• time of day: rush hour and time of activity
• location of bus stops and whether route and bus are wheelchair accessible
2. Strategies
• phone School District regarding transportation insurance coverage
• phone Motor Vehicle Branch regarding legality and safety of carseat
• check transit route and bus for wheelchair accessibility
• create a Trip Book to promote familiarity, pre-teaching and transition preparation
• teach and prepare student using signs, touch cues and the Trip Book (‘total communication’) familiar to student
• share books and pictures of transport mode with student
• teach appropriate behaviours using touch cues and signs
• bring communication system
• determine if there is a cost and prepare student for paying process
• plan for least busiest times of the day, especially with transit bus, and for least busiest day of the week
3. Unique Solution
It was Christmas time and we thought it would be a great experience for our students to see the “Woodward’s Christmas Window” display at the Pan Pacific hotel in Vancouver.
We phoned the hotel to ensure that there would be wheel chair access to the display and that there was a washroom facility that had a changing table to lay our students down on and that would accommodate two adults, a student and their wheel chair. The hotel assured us that we would be appropriately accommodated and so off we went in our over-height, oversized, wheel chair accessible van with a rear access lift that needed about eight feet of clearance to open or close it.
We arrived at the Hotel and drove down the first ramp to the security headquarters/drop off area. We could not proceed down the ramp to the main parking area because our van was over height. We went into the security office to ask where we might find parking and their response was that the hotel did not have handicapped parking and that we would have to remove our van from the drop off area immediately.
I expressed my concerns to the security supervisor about what I felt were discriminatory practices towards people in wheel chairs. I told them that a hotel this big needed to be able to offer parking to accommodate all it’s guests, especially guests that have mobility problems, and may require handicapped parking stalls. The gentleman was sensing that I might share my displeasure with the hotel manager and decided to appease me. As a result, we were allowed to stay in the drop off area of the hotel for the entire day and we were finally able to take the students to see the beautiful window displays.
Although we had attempted to be prepared for this trip, we had not thought of all the possible stumbling blocks we might have encountered. Appropriate parking is certainly something we won’t overlook again.
B. Accessibility Issues
1. Considerations
• student’s needs and abilities: wheelchair, supported or independent walking, walker, transit or school bus
• transit route and bus: wheelchair accessibility
• lifts, elevators, escalators or stairs
• width of aisles and congestion
• washrooms: accessibility and space
• parking: accessibility and space
• medical concerns of student
2. Strategies
• phone ahead or visit venue to confirm outing and question accessibility and space of washrooms, area for medication administration, parking and venue
• phone ahead to address accessibility of transit route and bus
• ensure equipment needed is possible to bring and prepared: transfer belt, walker, wheelchair ( check out emergency information: accessibility of emergency routes (for transportation and venue)
3. Unique Solution
The class was going to Cypress Mountain on three separate occasions. We were to go cross-country skiing and take three lessons. After many discussions it was decided that my student would be attending only two out of the three days. The first day he had to stay at the base and have lunch alone, as being on cross country skis was a brand new experience for him and meeting with the class up at mid mountain for lunch wasn’t a safe option. So a decision was made jointly between the classroom teacher and myself, the intervenor, that perhaps snow shoeing instead would be easier. We could use a sled to carry his gear and to have if snow shoeing became too difficult or tiring for him. The teacher called and had insisted on reserving a sled, even though they don’t usually lend them out. When we arrived on the second day my
student and I got our tickets and went over to pick up our snowshoes. This was a new experience for both of us and it was a lot of fun. My student only needed to use the sled once on the way up. He thoroughly enjoyed being able to have his lunch with his classmates. After lunch, he walked beside his classmates as they cross-country skied slowly back to the base. He asked to use the sled for most of the way down which he thought was a lot of fun being pulled along on the snow and being able to watch and interact with his class.
This outing proved to be very enjoyable for both my student and myself. As a result of our first day on the mountain, we found it necessary to plan ahead and ensure all possible problems were addressed prior to our second day. The day was a success due to our preparations.
C. Equipment Issues
1. Considerations
• mode of mobility: transfer belt, wheelchair and tray, walker
• medication equipment: Individual Care Plan and medication supplies
• emergency supplies: cell phone, contact information, name tags, medical forms and supplies and first aid kit
• meals: food, feeding equipment, mode of feeding and food reheating
• personal care supplies
• auditory equipment: FM system and hearing aids
2. Strategies
• photocopy medical information and emergency numbers or make a name tag with this information ensure all staff cell numbers are shared with staff
• pre-pack backpack with emergency information, medical supplies and feeding supplies
• ensure mobility equipment can be transported
• create a ‘Trip Checklist’ which includes the above items
3. Unique Solution
Our class planned a trip to the roller skating rink. I wanted my student to have a complete experience on this outing, so it was decided that she would use more than one form of mobility. This meant we had to transport her in her wheelchair, as well as bring her transfer belt and walker. In order to bring all these items, I had to ensure the walker could be transported and belted down in the Special Needs van. We had to arrange for a Handydart, as my student’s walker would take the place of a student in the van and we had planned for all students to attend. I also clipped her transfer belt to her wheelchair first thing in the morning, so that it would not be forgotten.
When we arrived at the rink, I took my student out of her wheelchair and put her into the walker. We then went in and enjoyed ourselves at the rink. When she became tired of the walker, I put her transfer belt on her and proceeded to walk with her around the rink. We had a terrific time and her attention was piqued at all times as a result of our planning ahead and preparations.
D. Noise and Lighting Issues
1. Considerations
• Type of event: loud, quiet or stimulating
• Congestion of people within the environment
• Compatibility of FM system, hearing aids and mode of communication (receptive and expressive)
• Acoustics of environment: echoing and large or small space
• Degree and type of lighting: dark, bright flashing, direction and reflection
2. Strategies
• Bring student’s favourite items and/toys to be used as distracters
• Phone ahead or visit to determine space: size, lighting and congestion
• Ensure activity is within the student’s visual field
• Ensure student is close to an exit for a ‘quick’ getaway for necessary ‘down time’ or a break ( determine when an appropriate time to exit activity would be if student needs a break and where student may go
• Determine acoustics and congestion of environment for compatibility of FM system and hearing aids and try equipment out to ensure optimal performance before giving to student
• Ensure student’s mode of communication will not interfere with activity and that it will be effective within the environment
• Determine levels of lighting within the environment: take a dark tray for object contrast, if necessary, and bring student’s sunglasses and hat
3. Unique Solution
I was very concerned when I discovered that my student and myself would be attending a recital. It was a ‘Brass’ recital. I wondered how my student would react to very loud brass instruments. Would she be disruptive or afraid during the performance?
While the musicians were setting up, my student and I approached them and inquired if we could see, feel and hear the instruments before the recital began. The musicians were very happy to oblige. We asked each musician, one at a time, if we could put our hands on the instrument before they played and while they played. My student and I explored the shape, textures, vibrations and sounds of each instrument. There was a trumpet, trombone, saxophone and French horn. The vibrations and sounds were fabulous! The instruments were loud! My student’s reaction was more than pleasurable. It was one of curiosity and surprise.
As a result of proper preparation and pre-planning, my student was able to sit through the entire presentation with the audience and without any unfavourable reactions or disruptiveness.
Home Environment
1. Ensure all people coming into the home understand the vision and hearing of the learner and the limits he or she face.
Examples:
a) Although we approach J. face to face he will sometimes turn away from person to glance from the side. This could look like he is shy or ignoring or rejecting, but sometimes he sees better peripherally than directly in front.
b) At the Bryan Adams concert J. enjoyed the first half smiling and moving his feet to the music while looking ahead facing the direction of the stage; however, during the second half J. still smiling and moving his feet to the music would alternately looked up at a strobe light or to his left toward center stage where Bryan Adams was performing. So J. chose to use his hearing during the first half and his sight during the second half. 0ther times J. will appear to use his hearing and sight together where sometimes J. will communicate with touch.
c) A colleague showed me a vision simulation mask to convey the idea of the young man’s visual skills. The music was turned up very loudly, so I would know how loud sound must be for the individual with deafblindness to hear. Pic symbols and the dialogue book were brought out for me to see how concepts were visually reinforced.
d) Coyne had just received his new laptop. We installed a pinball game. That way he might sit at the computer for a while (2 min). He loved the game. The lights and noise were great, we played at school everyday (Coyne’s choice). We were so proud, and thought Coyne should show Mom at home. We sat down at the kitchen table and Coyne would have nothing to do with the computer. I was just stunned. Why? When I went to leave I put the laptop at the other end of the table. Coyne wanted to play. At first, I was confused then the lights went on! The computer was now by the window - natural light - and not in the glare from flourescent light. At school, we sit by a window controlled by blinds. The glare on the screen from the environmental lighting was not allowing Coyne to see the
screen.
2. Introduce yourself to the learner recognizing their style of acknowledging you is unique to them. Accept them for the person they are and more than likely they will accept you for who you are.
Examples:
a) Approach J. face to face 12in. /30cm. apart and place your hands under his hands and say and sign, i.e. “Hi J. its L” (underlined words are signed) Hi J. is said one time while L is tapped twice on top of my wrist first, then J’s wrist, then gently shaping J’s fingers into “L” sign repeat on my wrist and his wrist, giving J. four opportunities to learn my name and identify who I am. J. smiles the first time we sign my name, but we still repeat my name four times so he can learn to sign L. on his own.
b) When picking a name sign choose wisely what your sign will be and where your sign will go.
eg. It could be awkward if your sign is on your chin and you meet someone who drools
Is your name sign similar to another sign. It could be embarrassing.
Remember your sign name, like your spoken name, is with you for life.
c) I met a young man with no vision and no hearing. The parent introduced us by putting our hands on the young man’s hand, the parent’s hand under mine. The parent shaped the young man’s hands to sign ‘friend’ and I moved my hand to be next to the youths to reinforce ‘friend’ sign. I waited for him to take my hand then I guided his hand to my cheek, he began exploring my face then put my hand on his head which indicated “hello, I accept you in my world”.
d) When you enter the home of a person who is deafblind do not assume they know you are there. Let them know you are there, using a familiar greeting routine.
3. The relevancy of time for the learner may differ from your time frame.
a) When J. puts his dirty napkin in his hamper he walks into the bathroom to the wall near the hamper and stands there with his napkin in his hand for what can seem like two minutes before he walks over to his hamper and drops in his dirty napkin.
b) One time, Jack wanted to recycle papers, make dinner, go to the stamp store and then do some stamp sorting in his book. He didn’t start the recycling until 3 pm and wanted dinner before going to the stamp store. We had a schedule of a certain amount of time for each activity. By the time we got to the stamp store, it was closed. Jack was ‘aware of the time that the store closed’ but did not speed up his activities to get there before closing. We had discussed changing the schedule around but Jack wanted a certain order to follow as well so time itself became secondary to him.
c) You must try to understand how your learner communicates. It could be with an object with a pic sym or just a wiggle of the toe. Seeing these signs provides you with opportunities to respond and encourage the learner to add more.
4. Realize the importance of the learner’s mode of communication.
a) When pictures and objects are used as a form of communication, ensure calendars, books, etc. are placed in reach and are made the correct size for learner.
b) In the past when J. would take his cue from his calendar to put in finished pocket he would often stand there and finally after several prompts he would insert cue into pocket. Now J. immediately puts finished cues into his small wooden boxes located under his calendar. The initial hesitancy on J.’s part had us wondering if he understood the concept of putting finished cues away, yet as soon as finished container was made more accessible for J. he understood this concept.
c) While Lucy had a break ‘watching’ TV, while I did some key chain bead work. On the couch at her feet were both green solid and green translucent beads. I was using pink translucent and solid orange beads in a project. Lucy’s left foot moved the green translucent bead bag even though she was still ‘watching’ TV. I took out of my cloth bag and the other translucent beads I had since I knew Lucy liked refracted light. She immediately sat up and looked at me. I held out the translucent beads and her hand came over to take a bag and look at the beads. Lucy began moving the bag around and vocalizing with smiles on her face.
Articulating our conversation could be:
Lucy: I like the green translucent beads.
SL: Here are some other translucent beads, do you like them?
Lucy: Let me see the pink ones, I want to see how the light reflects through so many in a bag at a time. Wow!!! The light is neat on these beads.
5. Set up opportunities for age appropriate conversation topics.
a) A successful conversation with J. could be “J. where are your shoes?” J. would go to closet and get his shoes. When he brought them back, I would acknowledge his shoes, and maybe show him mine. Perhaps, I would tease him by putting his shoe on my foot and my shoe on his foot, then waiting to see what he will do.
b) Terry was in Grade 12 and like playing with empty boxes or lego. Introducing him to stackable containers and nuts and bolts resulted in him enjoying his ‘toys’. This resulted in others conversing with him using the objects relevant to his age.
c) When I enter Coyne’s home and say our ‘Hello’s’, he will grab my hand and take me to the play station video games. This is a great activity for fostering conversation; the games are for all ages and the video games can be shared (turn taking) with your peers.
6. Allow learner to make mistakes, fix mistakes and be responsible for their environment. “Do with, not for.”
a) J. put his shoe on the wrong foot so I waited, giving J. the opportunity to decide what he wanted to do. About one minute later J. took off his shoe from the wrong foot and put it on his correct foot.
b) In Math, Timmy had a peg board with numbers one to ten. He knew the order - sequence of the numbers after a couple of months and then was responsible for independently putting them in order while learning their value. If he had the worth of a number right but put it in the wrong spot, when we’d go onto the next number, he would often self-correct as he realized their not matching up due to being incorrect in the number value not in the number recognition.
c) One thing I remember the most from school and home. The learner is responsible for setting the table at mealtime. We go through every step: placemat - plate - cup - bowl – silverware, then the milk or juice. We sit down to eat. Coyne will have one bite, stop, look around the table, while I respect his need for processing time. He will then jump up from the table, sign ”help” and head to the fridge, sign “ketchup”, get the ketchup out of the fridge, applying it to his plate. He then dips his food in the ketchup. Lunch is good. Everything will get eaten.
| 
