Download Documenting Instructional Considerations for the Student with Deaf

DOCUMENTING INSTRUCTIONAL CONSIDERATIONS
FOR THE STUDENT WITH DEAF-BLINDNESS
by Robbie Blaha, Education Specialist
and Kate Moss, Education Specialist, Texas Deafblind Outreach
Students with deaf-blindness frequently require many adaptations, accommodations,
modifications, related and supplemental services in the delivery of their instructional services. Without
them, the child with deaf-blindness may be unable to access information from the instructional
environment. These adaptations, accommodations, modifications, related and supplemental services
are generated through the assessment process and are reflected in the reports submitted to the ARD
committee. We have developed a form which lists typical instructional considerations for the student
with deaf-blindness and allows IEP teams to capture all this information in one place.
Listing information on a single form serves a number of purposes:
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It compiles and highlights sensory modifications that have been recommended in a variety of
reports (e.g. the functional vision evaluation, the audiological, the technology assessment, the
communication assessment, and the learning medium assessment). This is especially critical
when various recommendations impact each other. For example, the speech pathologist
recommends the child see the speaker's face to support speechreading, but the vision report
indicates the child cannot distinguish facial features at a distance greater than 12 inches.
It presents modifications for deaf-blindness which are not typically considered in other reports
(e.g. tactile signing).
It helps eliminate the recurring problem of "I thought it was somewhere in the ARD notes" or
"Since we did that last year, I just assumed they would continue it."
Many of the considerations we have included on the sheet are unique to deaf-blindness. Some of
the modifications may be unfamiliar to staff who are not trained in the area of deaf-blindness.
Modifications for students with deaf-blindness are not typically covered in preservice programs which
train teachers of the visually impaired or teachers of the deaf or hard of hearing. The need for
particular modifications is based upon a number of factors which include etiology, age of onset of the
disabilities, degree and type of vision and hearing impairments, the presence of other disabling
conditions, and most importantly the combined effects of the vision and hearing loss.
The modification sheet proposed by TEA has five sections and list specific modifications. The five
sections included are: alter assignments, adapt instruction, adapt materials, manage behavior, and
required equipment/assistive technology. Although many of the modifications listed might be needed
for a student with deaf-blindness, many typical modifications for this population are not listed. Using
these headings, we have included a list of modifications common to deaf-blindness. A sample form
will be available soon. The information that follows gives more information about each of these
modifications and why they might be needed.
Appendix I –Adapted for use by Region 12 Deafblind Stakeholder Committee, 2002
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Section 1 - ALTER ASSIGNMENTS
This first section of our form remains the same as the TEA form and does not require explanation.
The modifications included under this section include:
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Reduced assignments
Taped assignments
Extra time for completing assignments
Opportunity to respond orally
Emphasis on major points
Task analysis of assignments
Special projects in lieu of assignments
These modifications may be necessary modifications for some students with deaf-blindness.
Section 2 - ADAPT INSTRUCTION
Providing a high degree of consistency in presenting new information. A child with deaf-blindness
receives fragments of any experience because their eyes and ears omit or distort incoming
information. When presenting new information staff must provide information in a consistent way so
that the child can more readily grasp the information being taught. For example, when learning new
signs tactually or through coactive signing, some children are confused by the variation in the way
three different staff members form the same sign. The child may take longer to learn the sign or be
unable to learn signs at all because of this variation. The number of people using new vocabulary with
the child needs to be limited at first to insure a greater degree of consistency.
Providing experience-based instruction to supplement or introduce group instruction. Children
with deaf-blindness have difficulty learning through observation or independent exploration. This
results in an experiential and conceptual base that differs significantly from children with any other
disability (ies). They must be given the opportunity to recoup information which has been consistently
denied to them by their sensory losses. Current thought suggests that this type of educational
approach is beneficial to all learners. However, for the child with deaf-blindness this may be the only
approach that proves effective.
Providing additional time to locate & attend to referent. Because of their hearing loss a child with
deaf-blindness may have difficulty localizing sounds, identifying speakers, etc. The same child's
visual impairment creates difficulty when focusing with a change in distance, lighting, or background.
If his visual fields are constricted or broken, locating something visually becomes much more
complicated. The child with deaf-blindness must have extra time to shift his gaze from the teacher
who asks the questions to the student who responds. In other instances, the student may need to
have additional time to locate the object or situation under discussion so they can understand the
comments.
Providing frequent comprehension checks. You cannot assume the child with deaf-blindness is
getting the information at the same rate and in the same manner as the other students. It is critical to
check frequently during instruction for comprehension.
Providing one-on-one instructional support. Some children with deaf-blindness have a current
need for one-on-one support for all or part of the day in order to benefit from instruction. This may be
Appendix I –Adapted for use by Region 12 Deafblind Stakeholder Committee, 2002
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necessary because the child's vision or hearing limits his ability to access the learning environment
independently. This need may exist in one situation, but not in others. For example, some children
with deaf-blindness only need one-on-one support in group situations to be able to keep track of the
discussion or demonstration, to participate in a hands-on experience, or to interact with their peers.
Depending on the child and the activity, a one-to-one ratio can be provided by a variety of people
(e.g., peer, teacher of the visually impaired, the third-grade teacher).
Providing intervenor aide. An intervenor is an instructional aide who has specific training in deafblindness. Her training would include the information needed to implement the IEP objectives and
individual modifications for a child with deaf-blindness. Intervenors are specifically designated to work
with a child with deaf-blindness for all or part of the instructional day based on the current need of the
child.
Providing an interpreter and/or modifying interpreting services: individual, small group, platform,
visual description, and/or oral interpretation. Depending on the degree and type of visual and hearing
impairment, the specific situation, and the communication form used by the child, different types of
interpreting services may be required. For example, a student with slightly restricted fields and good
acuities may be able to use a platform interpreter, or he may require small group interpretation. A
child with severely restricted fields and 20/200 vision may need individual interpreting services, visual
descriptions, and in some situations sighted guide assistance. A child who relies on speechreading
may require the support of an oral interpreter. It is important to consider the type of interpreter support
needed to accommodate the child's visual abilities and communication form.
Providing interpreter-tutor aide. An interpreter-tutor differs from an interpreter in that they not only
provide direct interpretation, but also provides additional explanation and instruction when it is
needed. Some students with needs in developing language, vocabulary and concepts may require
this type of support.
Adapting manual communication form by: substituting fingerspelling or alternative signs, tactual
signs, (hand) tracking, or coactive signing. There are a variety of manual communication forms used
by students with deaf-blindness. Adaptations to these communicative forms are based on the child's
cognitive, motoric and visual abilities. Some of these adaptations are specific to deaf-blindness:
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tactual signs allows the person with deaf-blindness to receive information by placing his/her
hands on the signer in order to read signs and fingerspelling by touch.
(hand)tracking occurs when the person with deaf-blindness places his/her hand(s) on the wrist
area of the signer. This helps him direct his gaze and may provide additional information about
a specific sign.
coactive signing occurs when the teacher takes the student's hand(s) and helps the student
form the sign correctly.
Presenting signs and fingerspelling in appropriate field as noted in functional vision evaluation.
Many children have visual impairments which may cause some type of field loss. It is critical to
present visual information to them in a location where they can see it most readily. Some signs may
need to be adapted to a smaller sign space. This technique could be used in conjunction with the
adaptations to manual forms mentioned above. The functional vision evaluation should note any field
losses that the child is experiencing.
Appendix I –Adapted for use by Region 12 Deafblind Stakeholder Committee, 2002
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Altering signing distance as noted in functional vision evaluation. When a child has an acuity
problem or a field loss, signing distance is affected. Some children may require signs to be presented
within 12 inches of their face to be able to see them. Other children who have restricted field loss with
no acuity problems may occasionally need to have the signer at a greater distance from them than
may be typical in some situations in order to get the hand and body movements inside of their field of
vision.
Varying rate of signing and fingerspelling when presenting complex or novel information. Visual
impairments may cause problems in receptive communication, especially if the information is new to
the child. The child may not be able to keep up with the rate of signing or fingerspelling used for other
students in their class.
Providing specific visual adaptations to instructional environment. The functional vision
evaluation, the eye exam, the clinical low vision assessment and the learning media assessment
contain pertinent recommendations which should be highlighted on the modification sheet. These
might include such things as: allowing child to use eccentric viewing positions, providing additional
lighting, etc. (Some recommendations may also be reflected in Section 3 - Adapt Materials and
Section 5 - Required Equipment/Assistive Technology.)
Providing specific auditory adaptations to instructional environment. The audiological, the
communication assessment, and in some instances the technology evaluations may contain specific
recommendations for adaptations and equipment needed by the child. These might include: assistive
listening devices, preferential seating placement, reduction of ambient noise, notetaker, etc. (Some
recommendations may also be reflected in Section 5 - Required Equipment/Assistive Technology.)
Adapting braille instruction to match child's English language skills. Some children with deafblindness are fluent in American Sign Language, which is a different language from English. Since
braille instruction is based on materials that are in English, the staff need to be sure that the
vocabulary and language which are used in instructing braille are appropriate for the student.
Section 3 - ADAPT MATERIALS
The sensory assessments suggest specific modifications to materials. Some examples are:
enhance contrast, provide specific print size, use toys that produce low frequency sound, etc.
Section 4 - MANAGE BEHAVIOR
Providing supervision regarding the use & maintenance of assistive listening devices and optical
aids. A common complaint from parents and teachers alike is that children with deaf-blindness are not
using hearing aids and glasses that are recommended for them. Since these devices allow the child
to access information, it is critical that someone is responsible for keeping these devices on the child
as well as in good working order. It is also necessary that the child be taught to use the additional
information they are receiving as a result of the devices.
Preparing the child prior to transition to new activity by: giving a clear ending to the current
activity, giving a symbol representing the upcoming event, and/or discussing the upcoming event.
Many children become upset when they transition from one activity to another, especially if they are
engaged in a preferred activity. Using routines that are structured to give the child a clear signal for
the end of one activity and the beginning of the next activity can be very helpful. Calendar systems
often help in this effort. Many children only need some discussion of the activity that is coming up to
ready them for the transition.
Appendix I –Adapted for use by Region 12 Deafblind Stakeholder Committee, 2002
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Reducing the effects of anxiety related to deaf-blindness by: limiting the number of people;
providing a predictable environment; reducing performance demands; developing instruction around
preferred activities; and/or providing choices in activities. Some children with deaf-blindness have
difficulty feeling safe in a world that alternately "comes at you" or "disappears in thin air." Their
communication skills may also make it difficult for them to express their feelings and desires readily to
all the individuals they encounter. The items listed above may offset these problems.
In general, finding ways to make the environment more predictable can help reduce anxiety. It is
also important that these children have some control in their lives.
Section 5 - REQUIRED EQUIPMENT / ASSISTIVE TECHNOLOGY
Children with deaf-blindness need to have access to a variety of adaptive/assistive devices. Many
of these are listed below:
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personal hearing aids and glasses
low vision devices such as CCTV, monoculars
easel, book stands
assistive listening device such as FM systems, vibrotactile aids, or auditory loops
alerting devices such as vibrating alarms
captioning for television and video materials
computer aided real time (CART)
lamps or spotlights on interpreter to help the child in visually accessing the information that is
being signed
TDD/telebraille devices for making phone calls
calendar system for specific communication needs and structuring of the daily, weekly or
monthly activities
relay services
You may need to reference other materials to help in determining the most appropriate
modifications for the student in your classroom. Some of the materials that we feel would be helpful
are listed below. You may also call with questions regarding modifications.
OTHER READINGS AND REFERENCES
Baker, Charlotte & Cokely, Dennis (1988). American Sign Language: a teacher's resource text on
grammar and culture. Silver Springs, MD: T.J. Publishers.
Gustason, Gerilee & Zawolkow, Ester (1993). Signing Exact English. Los Alamitos, CA: Modern Signs
Press, Inc.
Humphries, Tom, Padden, Carol, & O'Rourke, Terrence J. (1980). A Basic Course In American Sign
Language. Silver springs, MD: T.J. Publishers.
Reed, Charlotte M., Delhome, Lorraine A., & Durlach, Nathaniel I. (1995). A study of tactual reception
of sign language. Journal of Speech and Hearing Research, Vol. 38, 477-489, April 1995.
Smith, Theresa (1992). Guidelines for working/playing with deaf-blind people. Monmouth, OR: D-B
LINK.
Watkins, Susan & Clark, Thomas P. (1991). A coactive sign system for children who are dual sensory
impaired. American Annals of the Deaf, Vol. 136, No. 4, pages 321-324.
Appendix I –Adapted for use by Region 12 Deafblind Stakeholder Committee, 2002
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INSTRUCTIONAL CONSIDERATIONS FOR DEAFBLINDNESS
Developed by Texas Deafblind Outreach – Updated 2/20/02
Name of Student
The ARD committee has determined
that the following modifications are
necessary for the student to succeed:
SPECIAL LANGUAGE PROGRAMS (1)
 Bilingual
 ESL
BEHAVIOR MANAGEMENT PLAN
 Yes
 No
Campus
ASSISTIVE TECHNOLOGY DEVICES
 Yes
 No
REGULAR DISCIPLINE PLAN
 Yes
 No
 MODIFICATIONS NOT NEEDED OR
NOT APPLICABLE
A student’s IEP must be reviewed if
he/she has not received passing
grades in the same content area for
two consecutive six-week reporting
periods. (Students with speech
impairments only may be excluded
from this requirement except when the
failure is in language arts instruction.)
(1) Special language programs are required for all
students who are limited English proficient.
Goals & Objectives/Activities/ Subjects
ALTER ASSIGNMENTS BY:
Reduced assignments
Taped assignments
Extra time for completing assignments
Opportunity to respond orally
Emphasis on major points
Task analysis of assignments
Special projects in lieu of assignments
Other:
ADAPT INSTRUCTION BY:
Providing high degree of consistency in presenting new information
Providing experience-based instruction to supplement or introduce group instruction
Providing additional time in group settings to locate & attend to referent
Providing frequent comprehension checks
Providing one-on-one instructional support
Providing intervener
Providing interpreter and/or modifying interpreter services
 Individual
 Small group
 Platform
 Visual description
 Oral interpretation
Providing interpreter-tutor
Adapting manual communication form
Substitute fingerspelling or alternative signs
 Tactual signs
 (Hand) tracking
 Reduced space signing
 Coactive signing
 Hand under Hand signing
Presenting signs and fingerspelling in appropriate field as noted in FVE
 Left - Comment:
 Right - Comment:
 Upper - Comment:
 Lower - Comment:
 Central - Comment:
Altering signing distance as noted in FVE:
Varying rate of signing & fingerspelling when presenting complex or novel information.
Providing visual adaptations to instructional environment:
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Appendix I –Adapted for use by Region 12 Deafblind Stakeholder Committee, 2002
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Goals & Objectives / Activities / Subjects
Providing auditory adaptations to instructional environment:
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Adapting Braille instruction to match child’s English language skills:
Providing modifications to materials (e.g. large print, low frequency sound, high contrast) as suggested by sensory
assessments
 to include:
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MANAGE BEHAVIOR BY:
Providing supervision regarding the use and maintenance of assistive listening devices and optical aids.
Preparing child prior to transitioning to a new activity by:
 Giving clear ending to current activity
 Giving symbol representing upcoming event
 Discussing upcoming event
Reducing the effects of anxiety related to interacting with others by:
 Limiting number of people
 Providing predictable environment
 Reducing performance demands
 Developing instruction around preferred activities
 Providing choices in activities
Other:
Other:
Other:
REQUIRED EQUIPMENT / ASSISTIVE TECHNOLOGY:
Personal hearing aids
Personal glasses
Low vision aids & devices (list):
Easel, book stand, other:
Assistive listening devices (list):
Alerting devices (list):
Captioning
Computer aided real-time translation (CART)
Lamps (on desk or materials) or spotlight on interpreter
Adaptive telephone devices / phone support
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TTY/TDD
Telebraille/CommLite
Relay services
Calendar system:
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Anticipation
Daily Calendar
Weekly Calendar
Monthly Calendar
Yearly Calendar
CRITERION REFERENCED ASSESSMENT (TAKS, SSDA, LDAA): Attach additional paperwork as needed. (Please describe plan for all subject and
instructional areas including testing accommodations or modifications)
Appendix I –Adapted for use by Region 12 Deafblind Stakeholder Committee, 2002
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