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5. Transition Guide for Students who are Deafblind.pdf

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Reflections on Deafblindness: Hands & Touch

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Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules

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Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules

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The Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules are a national resource designed to increase awareness, knowledge, and skills related to intervention for students (ages 3 through 21) who are deaf-blind and being served in educational settings.

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Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules

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The modules, created by a diverse group of experts in the field of deaf-blindness, were designed to be used as part of comprehensive intervener training programs offered by qualified agencies or institutions. The content is aligned with Council for Exceptional Children standards that outline knowledge and skill competencies for interveners.

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By: Norma Drissel | Reprinted with Permission

What is a Story Box?

It is simply a collection of items in a box or bag that corresponds to the items mentioned in a story. A Story Box is a way for young children with visual impairments to experience a story. It is an early literacy event that can easily fit into your daily routines as well as a tool to enhance the learning of concepts. In short, it is a fun, interactive learning experience for children and adults alike.
REMEMBER:

It takes more time to figure out what an object or shape is through tactual exploration than through vision. A tactual learner needs to examine parts of an item separately then put the information they have gathered together to gain full understanding of the item

Words are just symbols representing ideas and concepts. Without meaning words are a series of disconnected sounds and letters. Hands-on experiences help to provide meanings to words.

You need not present all the items in a box with each reading. Determine your child's interest and attention so as not to overwhelm her.

Share your story boxes with young sighted children. They are very popular.

Why Story Boxes?

The purpose of a story box is to create hands-on literacy experiences for your child. Educators have long emphasized the information through the experiences that they have. This is how they develop an understanding of how things relate. These experiences give meaning to their lives through the development of concepts. Literacy emerges from hands-on experiences for all children. Sighted children's experiences are rich with opportunities for learning that occur by chance; however, children with Visual Impairments seldom, if ever, take in information accidentally. Yet teachers often expect that the youngster with blindness comes to school with the same information that sighted children have picked up on TV, through pictures, etc. Hence, the importance of hand-on experiences such as Story Boxes for young learners with blindness.

Making a Story Box in 3 Easy Steps

Step 1: Books, Books Everywhere: Choosing a Story

When selecting a story for your child, choose one that is simple and tells about familiar objects and concepts. Story Boxes can range from very concrete hands-on to the more complex and abstract.

Initially a box might contain items that your child uses during daily routines. You can make up a story about the routine or family activity. Your child may be the main character of your story. It can be about a trip to Grandparents, bath time or mealtime, a playtime with dad. No book is really needed.

Choose books about familiar activities. Those stories will be meaningful for your child.

Variety is fun. Expose your child to different types of books. Feel free to adapt them, to make the book more accessible and interesting. Simple board books can be enhanced with Braille Dymo tape. Twin Vision books provide enrichment for siblings as well. Sound books can be made accessible by affixing a little texture to the spot one must depress to activate.
* Choose books that have characters and items that are readily available. Remember the complexity of the story and the number of items presented should be suited to your child. Often simple is better.

Choose a story to match your child's attention span. Short and sweet works well for young children.

Choose a book that does not rely on visual experiences or pictures to provide meaning to the story.

Choose books that are predictable and that have rhythm and rhyme.

Step 2: Getting it all Together: How to Actually Construct the Story Box

Choose an appropriate book.

Select corresponding items. You may choose to go on a shopping spree but often collecting familiar objects from your household will do just fine.

Place the book and items in a storage container. Although many folks us Zip-Lock bags or shoe boxes, sweater-sized plastic containers are preferable as they are likely to stack, thus affording you an opportunity to establish a story box "library." They are also sturdy enough to bear up under the wear and tear of children's hands. (Note: prying these boxes open is a beneficial activity which develops the hand strength needed to use Braille).

Label the exterior of the container. A tactile marker will enable you and your child to â€œreadâ€ the title; e.g. three pieces of fake fur might be a good label for the story of Goldilocks and the Three Bears.

Step 3: Reading the Story

Handle the objects in the box one at a time giving your child lots of time to explore. Comment on the item's size, its shape, its texture and name the item. Children with blindness benefit from an adult's modeling the function of the item. If it's a spoon, pretend to eat. If it's a shoe, try it on. Allow the child to explore freely. Compare items.

After tactually exploring the items place them aside. Read the story and once again present the items as they are mentioned in the story. Avoid clutter. Too many items at once can be very confusing for young children with blindness.

When reading, have fun. Use sound effects and dramatic intonation to peak your child's interest.

When you are finished with the story box put clear closure on the activity by having your child help place the objects back in the box, thus providing another opportunity to handle the objects.

Children can experience the same story box at many levels over time. Some children will want to handle the book and find the Braille on the page. Others will enjoy anticipating and identifying their favorite items, while still others will memorize the book and tell the story to the adult.

Some Suggested Story Boxes for Young Children

Bathtime, M. Roffey - Clothes, bathrobe, towel, face cloth, pajamas, story book, pillow.

Blueberries for Sal, R. McKloskey - Large pail, small pail, berries to cover bottom of large pail, 4 berries to clunk into small pail.

Good Night Moon, M. W. Brown - Mylar Balloon, picture frame, three plush bears, doll house, furry mouse, bowl, plush kittens, mittens, toy phone, clock, socks, comb, brush, star shape.

Strega Nona, T. de Paola - Pasta, Pot with lid, bowl, fork.

The Three Little Pigs , Golden Sound Story, Golden Books. - Brick, sticks, hammer, straw

If You Give a Mouse A Cookie! By Laura Joffe Numeroff, Harper & Row (also on tape). - Cookie, cup, milk container, straw, mirror, scissors, dust broom, sponge, blanket, pillow, crayons, tape, paper.

The Foot Book , by Dr. Seuss, Random House. - Slippers, towels, cotton balls, toy clown, big shoes, small shoes.

The Jacket I Wear In The Snow by Shirley Neilzel, Scholastic Press. - Red wool hat and scarf, zippered jacket, sweater, boots, long underwear, socks, jeans.

The Saucepan Game by J Ormerod, Lee & Shepard Books. - Pan with a lid, stuffed toy cat.

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Tips for Home or School | Story Boxes: A Hands-On Literacy Experience | Nevada Dual Sensory Impairment Project

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A Story Box is a way for young children with visual impairments to experience a story. It is an early literacy event that can easily fit into your daily routines as well as a tool to enhance the learning of concepts.

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We invite you to explore foundational information and find dynamic ideas from the field. This site is designed for teachers, families, and others interested in literacy for children and youth with visual impairments, including those who are deafblind and/or have multiple disabilities. Browse these practical activities and resources, and join our community!

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Paths to Literacy | For Students Who Are Blind or Visually Impaired

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Literacy activities and resources for children who are blind, visually impaired or deafblind, or multiple disabilities. Braille literacy, tactile books.

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Hello! I’m a mom of two sweet boys, one who is medically complex including cortical vision impairment. I’ve created these videos based on CVI research so that he can enjoy the same types of things his brother does, all while hopefully improving his vision! Videos are also available at https://www.teacherspayteachers.com/Store/Cvi-Video-Resources

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Learn about common manifestations of CVI, why they happen, and what you can do.

CVI stands for Cortical Visual Impairment/Cerebral Visual Impairment. CVI is a brain-based visual impairment caused by damage to the visual pathways or visual processing areas of the brain-and it's the leading cause of visual impairment in children. Individuals with CVI are neurodiverse, and their perspective on the world is unique and valuable. An individualized multisensory approach to learning and intervention empowers life-changing access.

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Cortical/Cerebral Visual Impairment is the new leading cause of blindness for children in the United States. This is why Perkins School for the Blind created CVI Now - for every child, for every parent, for every caregiver, for every provider.

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Communication Strategies for young children with combined vision and hearing loss

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Communication Strategies for young children with combined vision and hearing loss

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Amy Starble

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This website was designed to provide strategies and resources for teams working with young children with combined vision and hearing loss, and complex motor needs. In my work on the I-Team and I-Team Early Intervention Project, at the Center on Disability and Community Inclusion at the University of Vermont, I provide consultation and training to educational teams working with children with complex communication needs. In my consultation with teams working with children identified as deafblind I created a 5-step process regarding creation of collaborative communication programs. Within each of the five areas ("Laying the Foundation", "Gathering Communication Information", "Enhancing Language Comprehension", "Supporting Expressive Communication" and "Creating a Communication Plan") I created a variety of documents to support data collection, strategy implementation and team collaboration. Those documents are the foundation of this website and are provided wherever you see a button with a label of a document referenced.

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This website was designed to provide strategies and resources for teams working with young children with combined vision and hearing loss, and complex motor needs. In my work on the I-Team and I-Team Early Intervention Project, at the Center on Disability and Community Inclusion at the University

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Happy Sunday, AAC friends! Here's what we've been up to. Monday - PrAACtical Resources: Communication with Children with Deafblindness or Visual and Multiple Impairments Tuesday - AAC Link Up Wednesday - Video of the Week: AAC (Re)Boot Camp-It's Not About the Technology Thursday - Using Generalization Probes to Gauge Language Learning in AAC :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: We've been talking about AAC and book reading with some prAACtical friends this week. It seemed like a good time to share some book-related posts from the archives. 5 Ways to Use Books to Build Interaction with AAC Learners Alphabet Books and AAC Implementation Adapting Books with Visual Scenes Make It PrAACtical: Display Stand for Visual Supports or Books Using Adapted Books with AAC Learners: 3 Important Questions to Ask

Filed under: Featured Posts, PrAACtical Thinking

Tagged With: assessment, Books, data, data collection, deafblind

Many of us work with learners who have significant visual difficulties along with another disability such as hearing impairment, autism, or intellectual disabilities. Today, we look at the Communication Resources from the Texas School for the Blind and Visually Impaired which is geared to helping teachers, therapists, and parents get familiar with some basic communication principles and instructional strategies. It includes sections on topics such as interaction/bonding, building security, play, calendars, and a video series by Sara Kitchener. Enjoy!

Filed under: Featured Posts, PrAACtical Thinking

Tagged With: deafblind, multiple disabilities, vision impairment

15-year-old Jodi has cerebral palsy and significant intellectual disability, among other things. In the most recent assessment of her motor, cognitive, communication, and self-help skills, scores ranged from 6-15 months. She spends most of her school day in her wheelchair. Jodi's teacher affixes interesting toys to the lap tray so that she can explore them, but has become discouraged that Jodi mostly bangs them, puts them in her mouth, or tosses them to the floor. Her team struggles to find ways to teach Jodi to communicate more effectively. 10-year-old Nathaniel's team notes that he shows little awareness of his classmates or teachers throughout the day, though he will smile and laugh when they take his hands and clap with him. As a younger child, he demonstrated more awareness of his surroundings but after his seizure activity spiked, it became more and more difficult to get him to engage. 6-year-old Jarrod... [Read More...]

Filed under: Featured Posts, PrAACtical Thinking

Tagged With: beginning communicator, deafblind, Touch Cues

Figuring out the best way to represent language to someone who will be communicating through AAC is challenging, but when the client is unable to see well enough to use pictures, the task is infinitely more complex. In this week's featured video, Dr. Kathy Howery provides an overview of the 3D tactile symbols created by the Center for Literacy and Disability Studies at the University of North Carolina Chapel Hill for high frequency core words. If you work with individuals who are blind or have very low vision, this important video is one you may want to share with the whole team. You can access the accompanying handout here. Many thanks to Kathy Howery and Edmonton Regional Learning Consortium for creating this video and making it available to us all.

Filed under: Video of the Week

Tagged With: blind, deafblind, low vision, object symbols, symbols

We've talked a lot about prompting strategies in previous posts, but today we look at one specific type: Physical assistance. Whether it is pointing to a symbol, activating the message window, turning pages in a communication book, or other early skills, beginning users of AAC often need a good deal of physical support to exhibit the desired behavior. Our first inclination may be to help the learner by using hand-over-hand (HOH) prompting, which is certainly effective in guiding them through the behavior. An even better way to support them, though, is hand-under-hand (HUH) prompting. With HUH, we guide learners by placing our hands under their hand (or just next to their hand) as we complete the desired behavior. HUH is frequently used with learners who have vision impairments and those who are deafblind. We find that it has much broader utility and can be a superior way of supporting some students... [Read More...]

Filed under: PrAACtical Thinking

Tagged With: beginning communiator, deafblind, dual sensory impaired, hand under hand, physical guidance, prompting

If you are new to working with young children who have both hearing and vision loss, this resource is for you. It is challenging it to complete meaningful assessments and to use those data to design effective interventions. This resource guide, edited by Dr. Charity Rowland, has wonderfully prAACtical information. In addition to the general content, there is specific information for SLPs, special educators, psychologists, and families. https://www.livebinders.com/media/get/NTEzMDI3OA==

Filed under: PrAACtical Thinking

Tagged With: beginning communicator, Charity Rowland, deafblind, hearing impairment, vision impairment

Getting good assessment information on learners with multiple disabilities, hearing, and vision loss is difficult, to say the least. Today we travel to the Netherlands to learn from Dr. Jan Van Dijk, who has pioneered an approach to working with individuals who have deafblindness. This series of webcasts, produced by Perkins School, discusses the theoretical underpinnings and practical aspects of the Van Dijk approach to child-guided assessment.

Filed under: Video of the Week

Tagged With: assessment, deafblind, hearing loss, multiple disabilities, Van Dijk, vision loss

Although we are eager to get our AAC learners communicating with symbols, there are some times when we have to intervene at the prelinguistic level. Goals at this level center on communicating intentionally using overt behaviors, such as pointing, reaching, showing, and leading. We try to provide them with many opportunities to learn and practice these behaviors. Today, we'd like to share a set of brief videos from the website on Literacy for Children with Combined Hearing and Vision Loss. Because literacy develops from a good foundation in communication, the site demonstrates intervention designed to teach early communication skills. As you watch each of these videos, look for how the interventionist does these 7 things: Uses a context that is meaningful to the child Communicates warmly and enthusiastically, but does not overwhelm the learner Focuses on a single target behavior Uses language to label what is happening Provides physical guidance... [Read More...]

Filed under: Video of the Week

Tagged With: deafblind, hearing loss, prelinguistic, vision loss

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Happy Sunday, AAC friends! Here's what we've been up to. Monday - PrAACtical Resources: Communication with Children with Deafblindness or Visual and Multiple Impairments Tuesday - AAC Link Up Wednesday - Video of the Week: AAC (Re)Boot Camp-It's Not About the Technology Thursday - Using Generalization Probes to Gauge Language Learning in AAC :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: We've been talking about AAC and book reading with some prAACtical friends this week.

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What is an "experience book?" A traditional book allows us to tell the same story, in the same way, to many different people. The story remains the same no matter who reads the book. Having read the book, people can discuss the ideas in the story with each other.

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Introduction

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Pro-tactile ASL: A new language for the DeafBlind

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by National Center on Deaf-Blindness

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How to develop concepts for students with deaf-blindness

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Concept Development :

For children with deafblindness, one of the most critical areas related to learning is concept development. Concept development is sometimes confused with skill development.

A concept is a mental representation, image or idea of tangible and concrete objects (e.g., a chair, a dog) and intangible ideas and feelings (e.g., colors, emotions).

A skill is that ability to do something (e.g., tying a shoe, using vision to find an object).

Concepts can be divided into three groups.

Concrete concepts: relate to objects or things that are tangible (e.g., a car, a chair).

Semi-concrete concepts: relate to an action, color, position, or something that can be demonstrated but not held in one's hand (e.g., jumping, behind, red).

Abstract concepts: include feelings (e.g., love, nervousness).

Sighted and hearing children receive a constant flow of visual and auditory information which facilitates the development of concepts. For children with combined vision and hearing loss, the flow of information is incomplete. Concepts don't develop naturally or easily. Alternate strategies must be used to teach these children concept development.

The six areas of concept development are affected by deafblindness:

Objects exist: children with deafblindness have difficulty learning about the existence of objects because they can not see or hear objects clearly.

Objects have permanence: children with combined vision and hearing loss can't observe objects and people at a distance and know that things exist beyond their fingertips.

Objects differ: children with deafblindness won't know that one object is different form another unless they can touch and explore them.

Objects have names or labels: children with both a hearing and vision loss need to use touch to support language learning.

Objects have characteristics: children with deafblindness will have difficulty identifying the different characteristics of objects because of the lack of access to information about those objects.

Objects have functions or use: children with combined vision and hearing loss can't observe how objects are used, or hear the sounds associated with the functions of objects.

General Strategies that can be helpful in assisting children who are deafblind to develop concepts:

Use activities that are meaningful to the child

Use activities that the child enjoys

Attach language to all experiences

Build on language that is already known to the child

Use a total communication approach that is appropriate for the child

Remove variables that may cause confusion for the child

Generalize the concepts to a variety of situations.

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Concept Development : For children with deafblindness, one of the most critical areas related to learning is concept development. Concept development is sometimes confused with skill development. A concept is a mental representation, image or idea of tangible and concrete objects (e.g., a chair, a dog) and intangible ideas and feelings (e.g., colors, emotions).

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Google Document with a few ideas and external links

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Developing Concepts With Children Who Are Deaf-Blind 

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Developing Concepts With Children Who Are Deaf-Blind 

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Author Barbara Miles

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Definition and information about the hand under hand approach

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What does Hand Under Hand mean?

It means your hand is under the student's hand for certain activities. Do you usually pick up a child's hand or wrist? Instead, slide your hand under theirs. Practice from various angles.

Why use Hand Under Hand (HUH)? Because, when used consistently, this strategy:

Allows the student access to the ways people use their hands. The student can experience hands in relation to one another, including direction of movement, amount of force, speed or tempo. (We take this for granted!)

Provides a person who is blind or has low vision with spatial awareness through tactile experience.

Encourages authentic involvement of the student in routine tasks that they cannot yet perform independently.

Stimulates curiosity about what's around them & increases the desire to do things for themselves, reducing passivity and dependence. If the student's hands are on top of the adult's hands, the student makes the choice of moving with that person's hands, thus requiring active learning on their part.

Prepares for tactile signing by teaching the student to learn to reach for communication.

Shawn And Grandpa

Daniel Makes A Smoothie

Joel Opens The Top

Joel Crawls

David

Collin

Kailee

Pat

This sounds more like a learned, self-protective response rather than tactile defensiveness even if there is a history of tactile defensiveness.

Tell her, or proceed with the attitude of: "You are in charge. You just watch me. You don't have to touch it. You are in control."

Restore her hands on top of yours and proceed.

Honor your promise. Do not deliberately remove yours from under hers, do not prompt or cajole her to feel it herself.

When she is ready, she will decide to feel for herself. Curiosity will get the best of her and her hands will drift off of yours to explore. Trust the human internal drive and curiosity.

He probably does not behave this way for other activities that are less emotionally charged or have a high interest and curiosity for him.

Use a different task first. Earn his trust by respecting his interest and his internal drive.

The first stage is to get them used to putting their hands on someone else's hands as a means of getting information. Use a fun, enjoyable activity first.

Adapted from material by: Geraldine G. Larrington, MA,OTR/L, Arizona Schools for the Deaf & Blind, April 1997
Articles

The Importance of Hands for the Person Who is Deafblind
By Barbara Miles
www.nationaldb.org

Tactile Learning Strategies for Children who are Deaf-Blind: Concerns and Considerations from Project SALUTE
Deborah Chen, Ph.D.
June Downing, Ph.D.
Gloria Rodriguez-Gil, M.Ed.
California State University, Northridge
www.projectsalute.net

Hand Under Hand

Purpose:

To provide access to the experience of how people use their hands in relation to one another, including direction of movement, amount of force, speed or tempo (without engaging the student's startle reflex or opposition to having hands picked up)

To provide spatial awareness of the distance between hands, for people who are blind or have low vision

To involve the student in routine tasks that they cannot yet perform independently

To stimulate curiosity, the desire to do things themselves, and to reduce passivity and dependence

Important Points:

Too much touch distracts the brain

Too much talking distracts the brain

Provide the student with daily "observation" time (with their hands as their "eyes" even if they have some vision)

Keep both of their hands engaged on yours throughout the task. Make it a brief task.

Start with something the student likes!

This is teaching active participation and learning

Students with "tactile defensiveness" accept this better than your hand over their hand because they are doing the touching with their palms/fingers rather than being touched on the sensitive back of their hand or wrist.

Directions:

Try positioning yourself behind or beside the student, depending on their body size and response, so that your arms and hands are positioned to operate as though they were the student's hands and arms.

You may have to sit on a chair behind or beside them or squat to get your shoulder level down closest to their level. Young children can sit in your lap.

Position their hands on top of your fingers and hands. This can be accomplished by:

Tell them to do it,

Placing your hands under their hands and reach for the task, or

You may be able to lightly "clamp" their hands to yours with your thumbs in the initial stages of training them to observe with their hands.

If the child pulls his or her hands away or becomes upset with hand to hand contact, the student may need more sensory/motor awareness of their hands. Consider incorporating a hand lotion time (adult massages their hands) as part of their daily routines.
Adapted from material by: Geraldine G. Larrington, MA,OTR/L, Arizona Schools for the Deaf & Blind, April 1997

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What does Hand Under Hand mean? It means your hand is under the student's hand for certain activities. Do you usually pick up a child's hand or wrist? Instead, slide your hand under theirs. Practice from various angles. Why use Hand Under Hand (HUH)?

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Talking the Language of the Hands to the Hands

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Talking the Language of the Hands to the Hands

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Summarized by: Barbara Miles, Emma Nelson,
and René Pellerin

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Welcome to the ICYDB Podcast Series

The Idaho Project for Children and Youth with Deaf-Blindness (ICYDB) Podcast Series provides training and consultation to service providers and families of children and young adults who have a combined vision and hearing loss. The series is hosted by Dr Robin Greenfield, and you will hear from some of the best known experts in the field of deaf-blindness.

Let's get started...

Episode 1: David Brown
Download transcript

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The Idaho Project for Children and Youth with Deaf-Blindness (ICYDB) Podcast Series provides training and consultation to service providers and families of children and young adults who have a combined vision and hearing loss. The series is hosted by Dr Robin Greenfield, and you will hear from some of the best known experts in the field of deaf-blindness.