Routines. We need them. We want them. We don’t realize how much we need them until they are not there. Just think how you feel after a few days of being stuck in the house with no routine. More than likely, you are ready to get back on track with your regular schedule. If you have children who are stuck in the house with nothing to do for a while, you can certainly begin to tell how much they miss routines through their actions. They can get bored and frustrated and need guidance on how to find something to keep them engaged and busy. Those bored and frustrated feelings can lead to ‘less-preferred’ behaviors when there is no routine or schedule. We all feel more comfortable with knowing what is happening next. Imagine how tough it can be for a learner with DeafBlindness who is not provided notification/preparation of what is about to happen throughout their day. It can lead to feelings of distrust and separation from the rest of the world to feel safe and secure.
Remember those days when you woke up late and started the morning without your regular routines? Your whole day was off to a bad start. You get to work and things are delayed and disorganized because you arrived late. You want to escape to a quiet place due to the stress of waking up late. Imagine as a learner with DeafBlindness being awakened early in the morning with no awareness of what is going to happen next. Imagine the stress that goes along with that. Routines are vitally important to students with DeafBlindness because they provide support and access to the environment. Routines also provide opportunities to interact and build positive relationships with others. Routines and schedules are very individualized and provide information about what is going on in the environment. We all feel more comfortable going through our day when we are familiar with what’s happening next. Preplanning and preparation are important for organizing information related to routines for learners with DeafBlindness
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As we get used to certain events, objects, foods, etc as part of our routines, students with DeafBlindness must also address these areas. It’s important to use consistent items or materials each time the routine is carried out. It’s also vital to maintain consistency when using specific locations, partners, and sequential steps. As they get used to the specific routines each day, familiarity and independence will go hand-in-hand. Students with DeafBlindness learn the beginning and end of the routines, which gives them confidence and comfort in knowing what to expect. This reduces anxiety and builds trust in relationships. The consistency also helps us identify when a student is experiencing independence with carrying out specific skills within the routine. These routines can be specifically related to IEP goals and provide a streamlined method of assessing skills.
Routines and schedules serve as the bridge between the student and their environment, including people and activities.
How do you create routines for your students with DeafBlindness? Check out the “Routines for Participation and Learning” module in the Open Hands, Open Access modules for more valuable information.
How have you used routines with your students? Please share in the comment section below.