1 / 17

Teaching Children who are Deaf-blind

Teaching Children who are Deaf-blind. Etiology Characteristics Communication Techniques Teaching strategies. Etiology of Deaf-blindness. Rubella Usher Syndrome I & II Congenital deafness & RP (I) Uses sign Late onset deafness & RP (II) Mostly uses speech Meningitis CHARGE Syndrome.

elina
Download Presentation

Teaching Children who are Deaf-blind

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Children who are Deaf-blind • Etiology • Characteristics • Communication Techniques • Teaching strategies

  2. Etiology of Deaf-blindness • Rubella • Usher Syndrome I & II • Congenital deafness & RP (I) • Uses sign • Late onset deafness & RP (II) • Mostly uses speech • Meningitis • CHARGE Syndrome

  3. Etiology of Deaf-blindness Cont. • Prematurity • Parental use of drugs • STD’s • Other

  4. Characteristics of Children with Deaf-blindness • Heterogeneous group • Multiplicative of deafness or blindness • Methodical • Need for sameness • May become frustrated • Desire for communication • Enjoy movement • Slides, climbing, swings • Swimming, dancing • Scooters, jumping on trampoline

  5. Characteristics continued • Need for multiple choices • Need for Ecological Task Analysis • Need for instruction to be flexible • Need for all incidental information to be given to them • Share knowledge of progress on rubric or checklist

  6. Communication • Sign language • Tactile • In small space • Far away • Voice and sign • Todoma possible • Voice only • May use microphone • May use gestures

  7. Teaching Techniques • Use multiple teaching modes • Use the techniques of • Coactive movement • Physical guidance • Brailling ** Document all teaching techniques used • Decrease physical cues to natural cues • Link movement to language and explain the how, why and what of all activities • One person teaches at a time-more than one touch is confusing

  8. Teaching Techniques • Task analyze • Be creative • Be patient-repeat skills until student understands • Be flexible • Observe movement and modify as necessary • There is more than one way to do many activities

  9. Physical Communication Lack of staff Lack of programs Lack of knowledge Transportation Attitudinal Need for 1:1 There is a need to overcome these barriers and provide individuals who are deaf-blind meaningful physical activity programming for a lifetime. Do what it takes Barriers

  10. Resources • “Games for People with Sensory Impairments” Lieberman & Cowart Human Kinetics Publishers Deaf-Blind Link 1-800- Winnick book Other

More Related