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Student has to pick a pair of socks out from the cub board or basket. Separate the pair and pick one sock. Stretching it and placing each foot on it one at a time while attempting to pull it until it fits perfectly.

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The consumer will use their sense of touch to identify the sock, including locating the sock's opening and toe area independently. They will develop tactile skills, learning to feel the texture and shape of the sock, and understand how to manipulate it. The consumer will be responsible for placing their hands on the sock with guidance from the assistant to position it correctly. With assistance and guidance from the assistant, the consumer will be encouraged to actively participate in the process of rolling the sock onto their foot.

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List of the items needed.

1. A pair of socks
2. Basket or cupboard

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The consumer will independently explore and identify the sock, including locating the sock's opening and toe area through tactile exploration to understand its texture and shape. The consumer will place their hands on the sock with minimal assistance from the assistant but guide for correct hand positioning. With some initial guidance from the assistant, the consumer will actively participate in the process of rolling the sock onto their foot, gradually becoming more familiar with it.
The consumer will engage in regular practice sessions to increase their ability to put on socks without assistance
Intervenors role-
The assistant will establish tactile communication with the deaf-blind individual, which includes using touch, hand signals to convey information and instructions.
The assistant will provide clear and concise explanations of the sock-donning process, using tactile cues and simple language to facilitate the consumer's understanding.
The assistant will initially guide the consumer's hands using a hand-over-hand technique to assist in stretching the sock's opening and aligning it with their toes. Over time, the level of guidance will decrease.
The assistant will offer positive feedback and encouragement to motivate and boost the consumer's confidence throughout the learning process.
The assistant will provide assistance as needed

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Do it not for concept applied by
Guided participation- The assistant doesn't just put the socks on the person's feet but guides their hands, helping them locate the sock's opening and instructing them on how to roll the sock onto their foot.
Gradually decreasing help to make the person more independence
allows individuals to choose the socks they want to wear, which aids in decision-making. Their confidence will grow as they decide which foot they want to put socks on first.
Positive reinforcement- delivering positive reinforcement to the individuals throughout.

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In order to teach a deafblind person how to put on socks there is lot of learning and shared experiences required-
Collaborative Learning: The assistant and the consumer work together closely, with the assistant providing direction and the customer actively contributing.
Mutual Understanding: Through tactile communication and practice, both the assistant and the customer build a deeper mutual understanding of each other's needs and capabilities.
Empathy and Respect: The shared experience develops empathy as the assistant gets understanding into the problems experienced by the deaf-blind individual and respects their efforts to learn and achieve independence
Building Confidence: Complete assistance to more independent sock donning helps build the consumer's self-confidence.
Social Inclusion: Engaging in this shared activity might help decrease feelings of loneliness that deaf-blind individuals may experience

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The activity helps to improve independence of the individual and their bond with the intervenor. When they actually feel that intervenor is working for them to genuinely help them achieve independence they are likely to trust them more.