Every action has a reaction. Just imagine that you really wanted a drink of water but were not able to communicate your needs to anyone. So frustrating! Imagine if you had a headache and were not able to describe how you were feeling. Or what if you were having a bad day and weren’t able to share your struggles with someone? Anger, frustration, sadness, hopelessness, and fear come to mind.
Getting Their Attention
If you had combined hearing and vision loss, how would you attempt to get someone else’s attention to let them know what you need? Through your behaviors and actions, of course.
All behavior is communication, whether it is demonstrated in positive or negative ways. It is vitally important that we teach and guide learners with DeafBlindness to receive and express communication through individualized and meaningful ways.
Knowing What’s Next
When attending special events or workshops, we are usually given a schedule for the sessions. It certainly makes me feel better to know what’s coming up next; and sometimes more importantly when it will end! The schedule provides comfort in knowing that we are moving along with the plan of events.
Think of those late afternoon staff meetings that seem to last forever with no end in sight. You probably get tired, frustrated, and maybe a little angry. Imagine having to go through every day, never knowing what will happen next. Sadly, that’s what happens many times to students with DeafBlindness.
The Importance of a Schedule
Calendar schedules for students with DeafBlindness are so important, especially when being expected to participate in activities that are not part of the usual routine. This can create a high level of stress, which in turn can cause less-desirable behaviors. When our students don’t feel any control over their schedule and are unable to communicate their frustrations in an appropriate way, they may turn to ‘acting-out behaviors’ as their way of letting others know how they feel. Routines and schedules are so important and should be considered as the first step in addressing communication and behaviors.
Don’t Forget Receptive AND Expressive Communication
All students need access to expressive communication, not just receptive communication. How would you react if someone repeatedly gave you instructions without an opportunity for you to express your feelings about everything that is happening? Without access to expressive communication, students are just passive participants in their environment. This can lead to so-called behavior problems such as defiance or shutting down. In reality, they are expressing themselves in the only way they know due to limited access to more appropriate means of communication.
Follow the Learner
As Dr. VanDijk, a leader in the field of DeafBlindness, always shared, it’s important to know how are they communicating with you. Are they reaching towards you at certain times? Do they make certain vocalizations? Do they attempt to engage others in conversation? How are they accessing the environment? If you and your team will take the time to observe and interact based on the child’s communication attempts, you will discover their language processes.
Do you have thoughts to share on this topic? Please share in the comments section below.