Tips on Creating an Inclusive Learning Environment for DeafBlind Students

Tips on Creating an Inclusive Learning Environment forDeafBlind Students Presenters: Rhonda Voight-Campbell & Erin Clegg

Increase Your Awareness • Culture & Community • Communication • Environment • Access to Information • Interaction • Q & A

Culture & Community • Does a DeafBlind culture exist? • Smells and Touch • Time • Modes of Communication (i.e. Close Vision, Tracking, Tactile, Voicing) • Social Interaction • What makes up a DeafBlind community? • CDIs • Interpreters • SSPs/Interveners

Communication • The exchange of information through speaking, writing, or other medium; successful conveying of ideas and feelings; social contact(https://en.oxforddictionaries.com/definition/communication) • Establish communication rules • Identify yourself first before making a statement • Take turns; pause frequently to give time for questions or learning process • Provide equal access to information • Image and GIF descriptions • Video transcripts • Be at the same plane as the DeafBlind student

Environment • Pay attention to your clothing and the environment • Contrasting background, lighting, physical arrangement • Inform the DeafBlind student of any changes in the environment • Do not move personal objects without requesting permission from the DeafBlind student • Minimize movement while presenting • Offer directions to your office, the restroom, etc.

Access to Information • State or describe what is being presented on the board/screen • Ensure your presentation slides are accessible • Use black/dark blue/purple whiteboard markers; write clear and large enough for easy reading • Plan ahead of time to share presentation slides and printed materials with the DeafBlind student to access in alternate formats

Interaction • Consider having groups with smaller number of students • Follow up with the DeafBlind student periodically to see if any need(s) need to adjusted • Share different accommodations that you have observed in the past. Each DeafBlind student is unique and decides which method(s) work the best • Ask for feedback; your goal is to provide a positive learning experience for all students • Approach the DeafBlind student inside AND outside the classroom • Put your hand on one’s shoulder and leave it there until you are acknowledged • Guide dogs are working dogs; interacting with the dog is distracting

Q & A

Tips on Creating an Inclusive Learning Environment for DeafBlind Students

Tips on Creating an Inclusive Learning Environment for DeafBlind Students

Presentation Transcript

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