Teaching Children who are Deaf-blind by rt3463df

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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
Etiology of Deaf-blindness Cont.
•   Prematurity
•   Parental use of drugs
•   STD’s
•   Other
    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
     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
               Communication
• Sign language
  – Tactile
  – In small space
  – Far away
• Voice and sign
  – Todoma possible
• Voice only
  – May use microphone
• May use gestures
          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
           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
                   Barriers
•   Physical            • There is a need to
•   Communication         overcome these
•   Lack of staff         barriers and provide
                          individuals who are
•   Lack of programs      deaf-blind meaningful
•   Lack of knowledge     physical activity
•   Transportation        programming for a
•   Attitudinal           lifetime. Do what it
•   Need for 1:1          takes
              Resources
• “Games for People with Sensory
  Impairments” Lieberman & Cowart
Human Kinetics Publishers
Deaf-Blind Link 1-800-
Winnick book
Other

								
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