Strategies for Learning and Teaching

  • 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.
  • Photo of hand feeling blades of grassEncourage 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.

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