Confidence…we all need it to feel successful in life. When we feel comfortable with a task, we are more likely to initiate the completion of the task and feel that we know what we are doing. When learning a new task or routine, we observe and practice carrying out the steps. Many learners with DeafBlindness have limited opportunities to observe activities and events in action. What steps can you take to increase independence with a routine or activity without observation or practice? Remember the “Do with, not for” logo.
Learners with DeafBlindness need opportunities for building self-determination. What is self-determination? It means that an individual is making decisions for themselves, by making choices and participating as independently as possible within their environment. This can occur through making activities accessible according to the individual’s needs. Create environments that encourage independence and find opportunities within the student’s areas of interest throughout the school day. When they are motivated by completing certain tasks or activities, they are more likely to have the motivation to do so independently. Therefore, knowing their likes and dislikes and what motivates them is important.
When the learner experiences success after a task and receives reinforcement, they are motivated to become more independent in working on the skill or concept. The motivation increases their self-image and confidence. Using activities that are part of their daily routine is also motivating. This gives more opportunities to practice the skill, increasing self-determination and self-image. When one feels a lack of control in their environment, it can lead to learned helplessness. Learners with DeafBlindness need opportunities in their day to have choices and carry out their preferences. If not, they may get to the point of shutting down interactions in their environment. As support staff, we need to determine multiple means of providing them access to independence within least restrictive situations. Consider how frustrated we become when we don’t feel we have control over our environment. We may shut ourselves off from the world or act out in other ways, including self-abusive behaviors. Learners with DeafBlindness are no different. It’s important to ensure that they are provided with opportunities to be independent as much as possible. Determine ways that the individual can actively be a part of their world and what adaptations can be made to make it effective.
As teachers and support staff, we have daily schedules that we must follow. It can add stress when the plans go differently than scheduled. But remember that learners with DeafBlindness may need extra time to complete a task independently. It’s helpful to set up activities to allow for choice-making and independence. Lessons and activities can be set up to allow choice-making with materials used, location of the activity, steps of the task, with choices embedded into the task. Knowing the learner’s likes and dislikes is helpful to know when planning for independence. Determine the most appropriate amount of choices provided and how they will be presented, whether it be through visual or tactile scanning. It’s also important to address wait time. The team can determine through observation and interaction, the most effective period to wait for a learner to respond during activities. In many cases, extra time is needed for processing, especially when using tactile forms of communication.
Self-determination is an important part of the educational and communication growth for a learner with DeafBlindness. To provide appropriate support, we need to ensure that we address opportunities for independence, communication, and choice-making.
For more information about self-determination for learners with DeafBlindness, check out the NCDB Open Hands, Open Access modules using the following link:
https://www.nationaldb.org/products/modules/ohoa/self-determination
Julie Brickhouse, MAEd, NBCT
ECU Teacher Support Program
Technical Consultant
Reference
Triulzi, L., Sotiropoulos, G., Radin, M., Morgan, S. (2015, September). Self-Determination. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.