Being closed off from communication opportunities can be tough on any of us. Imagine how tough it can be for individuals with DeafBlindness who, without access to communication methods, may have limited awareness/interactions with their environment. It is our job as educators to ensure that they have the resources needed to receive and initiate communication.
Know the Modes
Think about it, if a student with DeafBlindness is not able to express themselves through typical examples of language, how are they going to communicate? Without using the student’s most effective communication modes, limited options are available to encourage them to participate in conversations. It is vitally important to know their hearing and vision background. You cannot determine communication methods without knowing what and how the child sees and hears. It’s also very important to know the strengths and needs of student’s physical access. Would they benefit from tactile or object communication, voice output devices, picture communication, braille, etc? All of these components must be addressed.
Know the Preferences and Background Experiences
We all like to talk about topics we know about or have experienced. Background knowledge is built as a direct result of our experiences and first-hand information can be shared with others. We can discuss the topic/event and express our feelings. This can include daily events or routines used at home and school. For example, focus on topics related to mealtime or recess if those are both highly motivating. Communication can also occur after the event has taken place when used as a social discussion. For example, create and share an experience book about the event. Knowing and applying this information has built-in natural reinforcers for communicating!
Supporting Interactions
Experiencing events together builds communicative relationships through mutual involvement in an activity. Building on these shared experiences creates anticipation of events and routines. Once students feel comfortable in their environment, they are more likely to initiate communication. The reinforcement is being provided through anticipation, routines and commonly occurring events.
Wrapping it up, remember that the following components are important in breaking down communication barriers:
- Know your learner
- Build a communicative relationship
- Be available and on the lookout for the learner’s communication
- Create shared experiences
Share your experiences building trust and a communicative relationship with your student with DB. What works best for you?