“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

“Before a learner can understand a symbol, they must first experience what it represents.” — Millie Smith For learners who are DeafBlind or have multiple sensory impairments, the abstract world of words, pictures, and symbols can feel distant and confusing. Many of the concepts we take for granted — “before,” “later,” “friend,” “help,” “soft” — … Read more

“When we design with access in mind, we don’t just teach differently — we reach differently.” Learners with combined vision and hearing loss experience the world in unique ways. Because access to information through sight and sound is limited, learning happens through touch, movement, trust, and experience. For educators, service providers, and interveners, creating accessible … Read more

“When the world feels unpredictable, a simple routine can bring peace, understanding, and confidence.” For many learners who are DeafBlind or have multiple disabilities, each day can feel like a series of surprises. Without clear access to spoken or visual information, transitions seem to happen to them rather than with them. This unpredictability often leads … Read more

“Students learn belonging not through words, but through shared experiences.” In any inclusive setting, meaningful peer interaction is both a goal and a gateway. It’s how learners build social understanding, emotional connection, and language. For students who are DeafBlind or have complex communication needs, connecting with peers doesn’t just “happen.” It must be intentionally supported, … Read more

“We find belonging not by being the same, but by being known.” For students who are DeafBlind or have complex communication needs, the world can often feel distant. Sounds, sights, and conversations swirl around them, but much of that information doesn’t reach them clearly. It’s not that they lack a desire to connect — it’s … Read more

When we plan instruction for a student with combined vision and hearing loss (often referred to as DeafBlind), we can’t assume that the student will automatically pick up concepts the way many children with full access to vision and hearing do. As the National Center on Deaf‑Blindness explains, children who are DeafBlind often have “significant … Read more

The time has almost arrived! Summer is closing out and the school year is about to begin. A new school year means new students and new challenges in how to meet the needs of each student. As you get to know them, it is vitally important to read the complete IEP, including goals/objectives and progress … Read more

How Environmental Clarity Builds Confidence, Focus, and Access for Learners with DeafBlindness For learners with DeafBlindness, the world can feel busy, unpredictable, and overwhelming. Sounds blend together, visual clutter competes for attention, and changes can occur before they are understood.In this kind of environment, information is lost—not because a student can’t learn, but because the … Read more

How Interveners Turn Everyday Interactions Into Insightful Data Data collection is a familiar part of every educational plan — but when supporting learners with DeafBlindness or multiple disabilities, data must go beyond numbers. For many students, progress happens in small, powerful moments that can’t always be measured with a checklist or graph. Meaningful documentation begins … Read more