Being included in social situations is vitally important to increasing social and communication skills for learners with DeafBlindness. It’s important to differentiate between being present and being involved in social situations and to recognize the level of involvement. Do they have a role that is valued within the social setting? Do other members value them with opportunities to contribute?
How much support should we provide during social situations?
With all of these questions, it is clear that preplanning is important to help learners with DeafBlindness connect with their typical peers. The very important first step is to know the learner! When planning, consider the who, what, when, where, why, and how of involvement in specific social settings.
- Who is involved in the activity? Include same-aged peers in social opportunities for the learner.
- What is the activity? Identify what the activity is to provide for accommodations to be set in place for the learner.
- When will the activity take place? Ensure that it is a good time according to the scheduling needs of the learner.
- Where will the activity take place? Are there accommodations that need to be addressed beforehand?
- Why consider making the activity part of the learner’s day? Be sure to consider if it is an effective way to include the learner in social situations. It’s also important to consider whether this is a long-term relationship-building activity or just a one-time event.
- How will the learner become an active participant in the activity? How can they play a core role in the situation? How does the student respond to other same-aged peers?
An intervener or support staff must work to ensure that they are not a barrier to relationship-building activities as they support the learner. Be aware that the student should be an actively involved member, using the least restrictive level of support of the staff member. Be sure to provide just enough support without taking away the learner’s independence. This can be demonstrated through modeling, redirection, and assigning responsibilities that build on the student’s areas of interest and strengths.
As you work towards creating effective social opportunities for the learner with DeafBlindness, make sure that you are addressing the individual needs of the student. If you’re interested in learning more about Social Skills Planning and Implementation, check out the Open Hands, Open Access module on the topic at
https://www.nationaldb.org/products/modules/ohoa/social-skills/.
Julie Brickhouse
ECU Teacher Support Program
Technical Consultant