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Department of Education
Objectives:

At the end of the session, the participants are

expected to:

1. acquire relevant knowledge on the characteristics of

learners with Deaf-Blindness (DB) who have difficulty in
performing adaptive skills;
2. use teaching-strategies, accommodations, and
activities appropriate to these learners;
3. prepare instructional materials (IMs) applicable to
classroom use; and
4. reflect on how one’s self is similar to a learner with deaf-
blindness and how they are unique on their own.

LEARNERS WITHDepartment
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INSTRUCTIONS:

1. Choose three participants to do the charade for an

adaptive skill.

2. He/She will pick a piece of paper from the box

containing the specific adaptive skill and act it out.

3. The other participants will guess the skill within 30

seconds. Use the timer in the following slide.

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 TIME-ON-TASK

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 What is in the ?

Let’s F-I-N-D out…

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 Definition
and
Teaching
Characte
Strategies
ristics

Accommo
dations

Learners with Deaf-Blindness

LEARNERS WITHDepartment
DIFFICULTY PERFORMING
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Complete the following phrase…

A learner with
deaf-blindness is
NOT…
You’ll be given 2 minutes.
LEARNERS WITHDepartment
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LEARNERS WITHDepartment
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LEARNERS WITHDepartment
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1. Based on what’s common among the group
answers, how then should we DESCRIBE a
learner with difficulty in both hearing and
seeing?

2. What are the factors needed to be considered

in addressing the needs of learners with
difficulty in hearing and seeing?

LEARNERS WITHDepartment
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• A learner with deaf-blindness is …
a “deaf child” who cannot see or
a “blind child” who cannot hear.

• Deaf-blindness is a

LEARNERS WITHDepartment
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DEAF-BLINDNESS is UNIQUE… Why?

1. Lack of the ability to anticipate events

2. Deprivation of many of the most basic extrinsic

motivations (i.e., curiosity), because sensory
information is often so distorted it is ineffective as a
source of motivation for exploring and interacting with
people and the environment

LEARNERS WITHDepartment
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DEAF-BLINDNESS is UNIQUE… Why?

3. Inability to benefit from being left alone, for long

periods of time, with toys or educational materials

4. Inability to benefit from incidental or secondary

learning; must be taught through direct, systematic
instruction

LEARNERS WITHDepartment
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DEAF-BLINDNESS is UNIQUE… Why?

5. Unlikelihood of independently learning from mistakes,

because she is unable to correctly understand the
results of her actions

6. Difficulty benefiting from group instruction, alone,

because she cannot learn optimally from watching
and listening to peers

LEARNERS WITHDepartment
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WHAT DO WE NEED TO DO… Why?

• A strong educational team, including the

, is the key to a positive
educational experience for the child.

http://i1.wp.com/www.psst.ph/wp-content/uploads/2016/11/Movies-for-the-Blind-and-Deaf-3.jpg?resize=940%2C788
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 Deaf Blind from Bohol - Walter

Helen Keller

:
What specific accommodations and teaching
strategies are used by the teacher to address
the adaptive skills we have identified in the
previous activity?
LEARNERS WITHDepartment
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LEARNERS WITHDepartment
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LEARNERS WITHDepartment
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What specific accommodations and
teaching strategies are used by the
teacher to address the adaptive skills we
have identified in the previous activity?

LEARNERS WITHDepartment
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 Fill in the possible teaching strategies and accommodations
for the adaptive skill you’re assigned to. Simulate a possible
situation for that skill.
Adaptive Skills Teaching Suggested
Strategies Accommodations
Group1: Conceptual Skills -
Reading
Group 2: Conceptual Skills -
Math, Numeracy and Time
Group 3: Social Skills
Group 4: Practical Life Skills -
Daily Living Skills
Group 5: Practical Life Skills –
Navigation Skills

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 24
Department of Education
1. Which teaching strategy and
accommodation is the MOST EFFECTIVE in
your own opinion? Why?

2. Describe a real-life situation wherein this

strategy or accommodation is
applicable.

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• Anticipation and • Prompting and Cuing
calendar systems

• Tactile sign language • Routine-based

instruction

• Naturalistic Teaching • Multi-sensory

Integration

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• Considerations when choosing appropriate
teaching strategies:

 Child’s level of functioning

 Skill/concept being taught
 Sensory needs of the child
 Age of the child
 Child/family preferences

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LEARNERS WITHDepartment
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 Teaching Strategies Suggested Accommodations

• Using experience • Literacy kit for a book

stories or a story box
(Use dolls or toys related
• Labeling the to story content)
environment and
learners’ multiple
personal items (in
Braille)

• Daily journals or home

books

LEARNERS WITHDepartment
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 Teaching Strategies Suggested Accommodations

• Tactile sign • Story books with

language enlarged prints

• Sequencing a recipe

• 3D / Tactiled Bulletin
boards
See
http://www.perkins.org/assets/downloads/
clearinghouse/nec0208.pdf#page=6
for further information

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 Teaching Strategies Suggested Accommodations

• Student portfolio • Assistive technology:

(tactile vocabulary screen reader
book)
• Accumulate Braille
books and other
materials and/or
books-on tape
(if these are useful).

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 Teaching Strategies Suggested Accommodations

• Calendar system • Vibrating alarm clock,

watch or cellphone

• Tactile sign language

• 3D clock: 3D images
on 2D object

LEARNERS WITHDepartment
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 Teaching Strategies Suggested Accommodations

• Music therapy • Musical instruments:

drums, guitar,
cymbals
• Clay or playdough
• Art therapy

• Adapted Physical
Education • Drawing programs on
the computer

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 Teaching Strategies Suggested Accommodations

• Providing an interpreter or • Touch cues

intervenor

• Respond conversationally

• Heterogeneous grouping
• Object cues
(cooperative learning)

• Tactile sign language

• Art therapy

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 SAMPLE TOUCH CUES

LEARNERS WITHDepartment
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 SAMPLE OBJECT CUES

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 Teaching Strategies Suggested Accommodations

• Providing an • Community-based
interpreter or experiences: market,
intervenor restaurant, parks,
museum

• Field trips • Street crossing cards

LEARNERS WITHDepartment
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LEARNERS WITHDepartment
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 Teaching Strategies Suggested Accommodations

• Hand-over-hand • High visual contrast

assistance (for deaf-low vision)

• Keeping equipment
in a consistent place

LEARNERS WITHDepartment
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 Teaching Strategies Suggested Accommodations

• Tangible symbols • Flip-top toothpaste

• Anticipation or • Toothbrush
calendar system

LEARNERS WITHDepartment
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 Teaching Strategies Suggested Accommodations

• Prompting or cuing • Tactile Schedule

(Touch or object cues)

• Fading techniques

LEARNERS WITHDepartment
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 Teaching Strategies Suggested Accommodations
• Natural prompts • Oversized shirts, sweaters, etc.
gradually transitioning to
• Touch cues learners’ size

• Object cues • Large-tooth zippers

• Tactile sign language • Velcro fasteners

• Fingerspelling • Expandable neck openings

• Stretchable fabrics

• Elasticized waistbands

LEARNERS WITHDepartment
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 Teaching Strategies Suggested Accommodations

• Touch cues • 3D objects on a 2D object -

clock (modified)
• Object cues
• Spoon and fork with bent
• Tactile sign language handles, table napkin,
placemat, plates with raised,
• Fingerspelling dishes and cups of high
contrast, and other
• Hand-over-hand eating/drinking paraphernalia
assistance
• (start off with) Food that is
• Anticipation or calendar heavy and stays well on the
system spoon

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 Teaching Strategies Suggested Accommodations

• Modeling • Mobility aids: walking sticks,

canes

• Sighted guide

• Tactile (touch) markers using

yarn and tapes

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Most children will learn
best being exposed to a
of strategies
throughout their day.
1. Orientation to personal environments
2. Anticipation or Calendar System
3. Tactile sign language, (Hand) tracking, Coactive
signing, Fingerspelling
4. Tactile graphics
5. Assistive technology: vibrating alarm / watch
6. Art therapy
7. Providing an intervenor aide / interpreter

Department ofGuide
Session Education
 Prepare a tactile schedule that will address the
adaptive skills of a learner having difficulty in seeing
and hearing.
Group 1: Telling time
Group 2: Asking for help / request
Group 3: Preparing snacks (e.g. sandwich)

 Give a 1-to-2-minute presentation explaining WHY

you chose that specific IM and HOW to apply it in your
everyday classroom use.

LEARNERS WITHDepartment
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Points to consider:

When making tools for producing your own tactile

graphics, use available textile-making resources such as
the following:

a. Acrylic paint

b. Hot glue gun

c. Yarn, buttons, beads, fabric, foam sheets, glitter,

sponge, stickers and other craft store materials
d. Masking tapes

e. Embossing tools (“spur or tracing wheels”)

Department ofGuide
Session Education
LEARNERS WITHDepartment
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A person who is deaf-blind has a experience
of the world. For people who can see and hear, the
world extends outward as far as his or her eyes and
ears can reach. For the young child who is deaf-
blind, the world is initially much narrower. If the child
is profoundly deaf and totally blind, his or her
experience of the world
. Such children are effectively
alone if no one is touching them. (Miles, 2005, p.1)

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References:
Action on Hearing Loss. (2017). Deafblindness.
file:///C:/Users/DepED/Downloads/Factsheet_Deafblindness_Aug-
2017_v1.pdf

Arkansas Department of Education (n.d.). Retrieved from

https://arksped.k12.ar.us/documents/policy/rulesandregulations/B1.p
df

Deaf blind from Bohol recalls his experience during the Bohol
earthquake. (2015). Retrieved from
https://www.youtube.com/watch?v=RERWIV_1mcQ

Geary, R. O. (n.d.) Students with deafblindness: An introduction.

Modules Addressing Special Education and Teacher Education.
Retrieved from http://mast.ecu.edu/modules/db_intro/concept/

LEARNERS WITHDepartment
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References:
Perkins School for the Blind. (n.d.) Daily living skills in young children.
Retrieved from http://www.perkinselearning.org/ scout/daily-living-
skills-young-children#Mealtime

New York Deaf-Blind Cooperative. (2015). Instructional strategies for DB.

Retrieved from https://aerbvi.org/wp-content/.../Instructional-
Strategies-for-DB-2015_on-page.ppt

Sacks, S. Z, Silberman, R.K. (1998). Educating students who have visual

impairments with other disabilities. Paul H. Brookes Publishing Co.

This video is about Helen Keller. (July 2016). Retrieved at

https://www.youtube.com/watch?v=joW26Bbjqc0

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 Let us continue to be good stewards of our
Learners with Special Educational Needs…

Department
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