Teaching children who are deaf blind
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Teaching Children who are Deaf-blind. Etiology Characteristics Communication Techniques Teaching strategies. Etiology of Deaf-blindness. Rubella Usher Syndrome I & II Congenital deafness & RP (I) Uses sign Late onset deafness & RP (II) Mostly uses speech Meningitis CHARGE Syndrome.

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Teaching children who are deaf blind l.jpg
Teaching Children who are Deaf-blind

  • Etiology

  • Characteristics

  • Communication Techniques

  • Teaching strategies


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Etiology of Deaf-blindness

  • Rubella

  • Usher Syndrome I & II

    • Congenital deafness & RP (I)

      • Uses sign

    • Late onset deafness & RP (II)

      • Mostly uses speech

  • Meningitis

  • CHARGE Syndrome


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Etiology of Deaf-blindness Cont.

  • Prematurity

  • Parental use of drugs

  • STD’s

  • Other


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Characteristics of Children with Deaf-blindness

  • Heterogeneous group

  • Multiplicative of deafness or blindness

  • Methodical

  • Need for sameness

  • May become frustrated

  • Desire for communication

  • Enjoy movement

    • Slides, climbing, swings

    • Swimming, dancing

    • Scooters, jumping on trampoline


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Characteristics continued

  • Need for multiple choices

  • Need for Ecological Task Analysis

  • Need for instruction to be flexible

  • Need for all incidental information to be given to them

  • Share knowledge of progress on rubric or checklist


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Communication

  • Sign language

    • Tactile

    • In small space

    • Far away

  • Voice and sign

    • Todoma possible

  • Voice only

    • May use microphone

  • May use gestures


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Teaching Techniques

  • Use multiple teaching modes

  • Use the techniques of

    • Coactive movement

    • Physical guidance

    • Brailling

      ** Document all teaching techniques used

  • Decrease physical cues to natural cues

  • Link movement to language and explain the how, why and what of all activities

  • One person teaches at a time-more than one touch is confusing


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Teaching Techniques

  • Task analyze

  • Be creative

  • Be patient-repeat skills until student understands

  • Be flexible

  • Observe movement and modify as necessary

  • There is more than one way to do many activities


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Physical

Communication

Lack of staff

Lack of programs

Lack of knowledge

Transportation

Attitudinal

Need for 1:1

There is a need to overcome these barriers and provide individuals who are deaf-blind meaningful physical activity programming for a lifetime. Do what it takes

Barriers


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Resources

  • “Games for People with Sensory Impairments” Lieberman & Cowart

    Human Kinetics Publishers

    Deaf-Blind Link 1-800-

    Winnick book

    Other


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