Deafblind students need an emphasis on conceptual development and exploration of the environment. Provide them with opportunities to explore their environment and to understand and control it.
Deafblind students often have problems generalising skills and concepts from one situation to another and require specific teaching in generalisation.
Access to sensory information should be provided (e.g. awareness of pressure and temperature, balance, smell, taste and touch) as these are important learning pathways for the student.
Encourage meaningful student-adult interaction that responds to the student rather than leading.
Place an emphasis on mobility and the development of hand function. This is essential for most Deafblind students, who use their hands for exploration, information and communication to a much greater extent than sighted, hearing peers.
Encourage meaningful student-adult interaction that responds to the student rather than leading.