We all have thoughts, opinions, and feelings but consider if you were not able to share them with others. Imagine the frustration! When you feel understood, it increases your confidence in communicating with others. You are more willing to share and reach out when you feel validated and recognized. The personal passport is a very … Read more

For learners who are DeafBlind, outdoor environments provide access to naturally occurring, multisensory experiences. The outdoors offers a range of tactile, environmental, and sensory inputs, including variations in texture, temperature, movement, and smell, that support concept development through direct interaction. Engaging in outdoor learning allows students to experience concepts firsthand, supporting understanding through hands-on exploration. … Read more

“Exposure shows the world. Experience teaches it.” In classrooms across the country, teachers work hard to “expose” students to new ideas — showing pictures, playing videos, sharing stories, and presenting vocabulary. For most learners, that approach works: they can see, hear, and connect the pieces. But for students who are DeafBlind, “exposure” isn’t enough. They … Read more

What Is Shared Discovery? Shared discovery is an instructional approach where the educator learns alongside the student rather than directing the experience. For learners who are DeafBlind, understanding develops through hands-on, real-world interactions rather than observation or verbal explanation. Instead of telling or showing, the educator or intervener engages in activities with the learner, building … Read more

For learners who are DeafBlind or have significant support needs, real-world experiences are essential. Community outings, such as visiting a store, restaurant, or post office, transform abstract ideas into meaningful, concrete, hands-on learning. These experiences build communication, independence, and confidence while creating strong connections between school, home, and the community. Students who are DeafBlind often … Read more

Building Language, Meaning, and Engagement Through Experience and Communication Literacy development for students who are DeafBlind requires approaches different from traditional instruction. Because access to hearing and vision is limited, literacy must be taught through experience, interaction, and meaningful communication rather than relying only on print. Redefining Literacy for Students Who Are DeafBlind For students … Read more

“Communication grows when everyone uses the same language — even if that language is touch, rhythm, or shared action.” For learners who are DeafBlind or have multiple sensory impairments, communication is far more than words; it includes touch, movement, and trust. For that communication to happen, it must be consistent across all environments. When teachers, … Read more

“If a student can’t access the information, they can’t access the learning.” For learners who are DeafBlind or have multiple sensory impairments, the environment itself can either invite learning or create barriers. The way a space looks, sounds, feels, and moves determines how much information a student can receive and how safely and confidently they … Read more

“Every person who is DeafBlind experiences the world differently — the key is discovering how they access it.” Many people hear the word DeafBlind and imagine someone who cannot see or hear, someone living in total darkness and silence. But in reality, very few individuals who are DeafBlind have complete loss of both senses. “DeafBlindness” … Read more

“Tell me, and I forget. Show me, and I may remember. Involve me, and I learn.” — Benjamin Franklin For learners who are DeafBlind or have multiple sensory impairments, learning happens most powerfully through doing. It’s not enough to talk about an experience or show a picture of it — understanding grows from direct, hands-on … Read more