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Download full textNational Center on Deaf-Blindness, 2021
The hands often serve as the eyes and ears of children who are deaf-blind. The hand-under-hand technique involves gently placing your hands underneath or alongside the hands of a child with deaf-blindness to help them explore and engage with the world around them. When used effectively, the hand-under-hand technique provides respectful, tactile…
Descriptors: Deaf Blind, Nonverbal Communication, Tactual Perception, Sensory Experience
Peer reviewed
Direct linkSutter, Chevonne; Demchak, MaryAnn – Education and Training in Autism and Developmental Disabilities, 2023
The present study evaluated a systematic instructional package including the system of least prompts (SLP) to teach differentiation and selection of tangible symbols to continue activities for two children with complex support needs and deafblindness (DB). A multiple probe design across three symbols was used to evaluate the intervention package…
Descriptors: Deaf Blind, Students with Disabilities, Teaching Methods, Intervention
Miles, Barbara; McLetchie, Barbara – National Consortium on Deaf-Blindness, 2008
In children, concepts develop in a spiral, with the child at the center. A positive self-concept begins within a responsive caregiving environment. Concepts build upon one another. The more ideas and memories that a child has about the way the world and relationships work, the easier it is to develop further ideas. Once a child realizes, for…
Descriptors: Deaf Blind, Deafness, Concept Formation, Physical Environment
Leslie, Gail, Ed. – National Information Clearinghouse on Children Who Are Deaf-Blind, 2006
This publication presents several projects that support children who are deaf-blind. These projects are: (1) Learning To Learn; (2) Project SALUTE; (3) Project SPARKLE; (4) Bringing It All Back Home; (5) Project PRIIDE; and (6) Including Students With Deafblindness In Large Scale Assessment Systems. Each project lists components, key practices,…
Descriptors: Deaf Blind, Children, Programs, Skill Development
Miles, Barbara – 1997
This paper examines the importance of hands for the person who is deafblind, reviews hand development, and identifies specific teaching skills that facilitate hand development and expressiveness in persons who are deafblind. It notes that the hands of a deafblind individual serve not only as tools but also as sense organs (to compensate for their…
Descriptors: Children, Deaf Blind, Expressive Language, Sensory Experience
Miles, Barbara – 1998
This paper examines the importance of hands for the person who is deafblind, reviews hand development, and identifies specific teaching skills that facilitate hand development and expressiveness in persons who are deafblind. It notes that the hands of a deafblind individual serve not only as tools but also as sense organs (to compensate for their…
Descriptors: Children, Deaf Blind, Elementary Secondary Education, Expressive Language
Miles, Barbara – 2001
This paper examines the importance of hands for the person who is deafblind, reviews hand development, and identifies specific teaching skills that facilitate hand development and expressiveness in persons who are deafblind. It notes that the hands of a deafblind individual serve not only as tools but also as sense organs (to compensate for their…
Descriptors: Children, Deaf Blind, Elementary Secondary Education, Expressive Language
Murray-Branch, Jamie; Bailey, Brent R.; Poff, Lisa E., Ed. – 1998
Designed for teaching the related services staff, residential care providers, and families of individuals with severe hearing and vision impairments, this booklet explains the issues related to developing a communication system using textures. The texture symbols described are intended for use by individuals with dual sensory and multiple…
Descriptors: Adults, Augmentative and Alternative Communication, Children, Communication Aids (for Disabled)
