Tips for Getting Started

The following is taken from Intervention - A Guide to Getting Started, (2002), Olson, J. Editor, pp.8-10., A POPDB Publication, Richmond, BC.

Contributors: Kim Amiel, Barb Daley, Emma Dyck, Ellen Faustman, Gisela Froese, Lee Grant, Christine Herrick, Rebecca Hydamacka, Meg Johnson, Carol Lam, Robin Langin, Christine Larson, Patti McDougall, Brenda McGee, Tessie Rebello, Marlene Searls, Lenora Spencer, Darlene Waske


Put yourself into the world of the person with deafblindness. Stop to think what it is like from their point of view. It will help you understand what you need to do to make activities meaningful and how to ensure that they are active participants in everything.

Look at all the equipment. Wheelchairs, walkers, object cues, calendar systems, finished boxes, bathroom supplies, etc.  Ask the classroom teacher or appropriate person for a working space that is large enough to handle everything and that should remain consistent throughout the year/years. Check out the logistics of the area to be sure of accessibility and space for movement. Examples: coat hooks, school supplies, lunch boxes, bathrooms, etc.

Forming a trust bond will be one of the most important things you do with the individual you support. This bond will be the foundation of all of the future work you do together. It will determine how successful you are in helping each person realize their potential. It takes a great deal of time to develop a good relationship of trust and respect. Take as much time as you need, definitely weeks probably months. Start by having fun together!

Find an identifying name cue for yourself that is unique and that can be replaced with an identical one if necessary. Check with people already involved with the deafblind individual to be sure you are not using someone else’s cue. Some examples of name cues being used:  textured wrist- bands, watches, necklaces, hair clips, stethoscopes, etc.

Visit the individual at home, talk to previous intervenors, caregivers and family members. Find out what motivates this particular individual, types of communications and routines you might be able to retain and incorporate into your own program. Is there a communication dictionary in use (a guide to the individual’s unique body language, facial expression, vocalizations, gestures, signs etc. and what they mean for that person)?  This is a good way of gathering quick, useful information giving you the groundwork to plan a unique program.

Learn about Deafblindness. Realize how complex it is. Knowledge is empowerment. Use the Internet to gather information and find out what resources are available. Don’t feel sorry for or pity a deafblind person. This is the world they know, rejoice and laugh with them. Look at their abilities not their disabilities.

Do with, not for. Do everything with your deafblind person instead of doing it for them; you will be on the right track.

Documentation will be required of you especially if you are dealing with a medically fragile individual. Set up a system that works for you. Keep a well-organized binder in a handy spot with a pen attached to it. Try to update it at the end of each day. Monthly summaries work well if you are expected to explain what you are trying to accomplish to members at a team meeting. This documentation will also allow you to keep track of the individual’s progress.

Team meetings will happen and you will be part of them. Learn to use tactful language when explaining to team members what your goals are, why some things will or will not work, why you require certain materials and what support you would like to see from other members. You are the advocate for the deafblind person and have the best knowledge of what he/she needs and what they can manage.

Observation by various persons will happen when you least expect it! Sometimes people let you know when they want to come but more often than not they just show up and you can bet it will be at the worst possible time! Smile when someone shows up unexpectedly and just go with it. Try to keep focused on your deafblind individual if possible but chances are you will be answering several questions and explaining why and what you are doing. It will be disruptive but there is nothing you can do about it. If possible try to get an agreement with all team members that if they want to observe or they wish to invite someone else to observe that they not do it on the spur of the moment. Let them know how much advance notice you will need and try to be tactful while trying to explain your position.

A good response is “Let’s respect this student’s needs and we’ll
talk about this later.”  Christine from Quesnel.

Information overload will happen to you. There will be information concerning medical needs, intervention, safety, education etc. Don’t panic. Mastering medical information will be your first priority for safety reasons. As for the rest of the information, use what you can now and store the rest away for future reference. Slow and steady will get you there. As you become more familiar with your individual, their routines will become easier to maintain and you will know when it is time to introduce new materials and methods.

Be patient and expect to spend a great deal of time waiting. It is essential to do this, as individuals who are deafblind need extra time to process information.  Always work at the pace of the person you are supporting. Do not try to keep up with people around you. Be aware that you are looking at years to reach some goals; they will not be reached overnight.

Make no assumptions about what your learner can or cannot do, and always remember that compliance without understanding is meaningless.

Creativity in all areas is essential. Don’t be afraid to try new and weird things.  Play silly games with the learner you support, this will promote turn taking and communication and you will both have fun. Spontaneous creativity is a good asset.

Social intervention is crucial. Involve peers in as many of your activities as possible. You may have to make special arrangements with the classroom teacher or person in charge. Do this ahead of time and teach peers how to interact with the deafblind individual.

Public relations and advocacy for deafblindness and intervention will take on a life of it’s own.  You will find yourself repeating the same things over and over. Try to memorize some useful phrases and keywords that state clearly what Deafblindness and Intervention is all about and why it is important for a deafblind individual to have full time support.

A common question asked is “What happened to him/her?” Answer as truthfully as you can without going into personal information. People will often respond that they feel sorry for the individual at which time explain that the deafblind individual can have a wonderful and meaningful life. Tell them the deafblind individual is working on a communication system that will allow him/her to make choices and have a measure of independence and control over their life.

Have faith in yourself. Don’t feel inadequate because your days never seem to go as planned. This is normal, in time all things will fall into place.

Intervenors are a friendly, supportive group. Talk to them. They will have lots of good ideas and encouragement for you.