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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


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    Presentation Transcript
    1. Teaching Children who are Deaf-blind • Etiology • Characteristics • Communication Techniques • Teaching strategies

    2. 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

    3. Etiology of Deaf-blindness Cont. • Prematurity • Parental use of drugs • STD’s • Other

    4. 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

    5. 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

    6. Communication • Sign language • Tactile • In small space • Far away • Voice and sign • Todoma possible • Voice only • May use microphone • May use gestures

    7. 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

    8. 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

    9. 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

    10. Resources • “Games for People with Sensory Impairments” Lieberman & Cowart Human Kinetics Publishers Deaf-Blind Link 1-800- Winnick book Other