Transcript Slide 1

Communication with
Individuals who are
Deafblind During Physical
Activity: Eight Steps
Dr. Lauren Lieberman
The College at Brockport
Department of Kinesiology
Brockport, New York
(585) 395-5361
[email protected]
Research
For people who are
deafblind,
communication can be a
major barrier to
recreation (Lieberman &
Stuart, 2002; Lieberman
& MacVicar, 2003).
Research has been
conducted to determine
best practices in
recreational settings
(Arndt, Lieberman, &
Pucci, 2004).
Research continued
Levels of engagement can increase
through play (Engleman, Darrow, & Harold, 1998)
Children tended to dislike tactile input
that was unpredictable, indistinct,
complex in form, or too light (Chen, Downing,&
Rodriguez, 2001)
Routines and repetition help learning
(Chen, Downing,& Rodriguez, 2001)
Increasing vocabulary will help increase
choices
Steps to clear communication
Take time to feel/explore the environment
Provide time for exploration
Discuss previous experience
Make continuous activities discrete
Ensure receptive and expressive
communication opportunities
Link movement to language
Attend to positioning of all parties
Review when communication will take place
Be comfortable asking for help
A Few Thoughts Before We Start
Recreation and Physical Activity are part
of the Expanded Core Curriculum (Sapp &
Hatlen, 2010)
When introducing a new activity try to
introduce “whole-part-whole” so it
makes sense to the child
More thoughts
Take the time to make sure participant
and intervener/SSP totally understand
the activity and environment before it
starts if possible (Morgan, n.d.)
Use tactile representations when
possible such as a volleyball for the
sport of volleyball, or a towel for
swimming (Chen, Downing, & Rodriguez, 2001) *Do not
use miniatures
Take Time to Feel the Environment
Familiarity is essential
for the participant and
internever/SSP (Miles &
Riggio, 1999)
Whole-Part Whole
Familiarization with new
equipment and technique
Plan as intervener/SSP
Use tactile maps of the
field or court
Provide time for exploration
Time for exploration is
not wasted time (McInnes,
1999) *Deafblind time
Have realistic
expectations for
participation
Provide hand held
manipulative models
Provide equipment in
stationary, safe position
Discuss previous experiences with the person
who is deafblind and familiar interveners/
SSPs
Always ask the person
who is deafblind what
would support their
participation (Morgan, N.D.;
Smith, 2002)
Use the expertise
available
Identify shared goals for
activity
Communication modes
Determine the best mode of
communication for the participant
Speaking
Visual signs
Tactile signing
Gestures, etc. (Bourquin, & Sauerburer, 2005; Engleman,
Darrow, & Harold, 1998)
The more methods taught the easier
the communication tends to be due to
choices (Bourquin, & Sauerburer, 2005)
Make Continuous Activities
Discrete
Children who are deafblind
better understand activities with
a clear beginning and end (Chen,
Downing,& Rodriguez, 2001)
Discrete activities (bowling, shot
put, kicking a ball) have time for
feedback
Continuous activities such as
running, swimming, canoeing do
not allow specified time for
feedback (Arndt, Lieberman & Pucci,
2004)
Ensure receptive and expressive
communication opportunities
Physical activity involves
motion and use of the
hands and body
Design and use
communication
Practice the activity with
both types of
communication to
ensure comfort
Link Movement to Language
Ensure the participant knows the purpose of
the activity
Emphasize the name, sign and description of
the skill such as a guard in basketball, a
goalie in soccer, or a pitcher in baseball.
How do you address signs with no sign? (next
slide)
Repeat often until they know the concepts
provided
Do not leave out information because you
think they do not need to know (Smith, 2002)
How do you address creating a
new sign?
Preconference
Review vocabulary related to the sign
Create the sign using their mode of
communication (Chen, Downing, Rodriguez, 2001)
Examples: Showdown, repelling, unicycle, etc.
Use videos if possible to share words and methods
Agree
Practice the sign during the activity
Share with other key participants
Attend to positioning of all parties
Consider where the
intervener/SPP is most easily
available for communication
Consider what is
comfortable/possible for
intervener/SSP
Consider expressive and
receptive communication
Consider what to do about
movement or activities that
preclude easy
communication
Review when communication will
take place
Identify activity as
discrete or
continuous
Agree when
communication will
occur next before
beginning
Allow flexibility in
case of an
emergency
Be comfortable asking for help
Share your expertise
Value the expertise of
others
Communication,
familiarity with
preferences
Know your limits
Physical, emotional, skill
level
Take risks as you feel
comfortable to do so
Just try it!
Some activities are
easier to set up than
others – take the
time to introduce
new physical
activity!
References
Arndt, K.L., Lieberman, L. J. & Pucci, G. (2004). Communication during physical activity for youth who are
deafblind. Teaching Exceptional Children Plus, 1(2), Article 1.
Bourquin, E., & Sauerberurger, D. (2005). Teaching deafblind people to communicate and interact with the
public: Critical issues for travelers who are deaf-blind. RE:View, 37, 109-116.
Chen, D., Downing, J., Rodriguez-Gil, G. (2001). Tactile learning strategies for children who are deafblind:
Concerns and considerations from project SOLUTE. Deaf-Blind Perspectives, 8, 1-6.
Engleman, M.D., Griffin, H.C. (1998). Deaf-blindness and communication: Practical knowledge and
strategies. Journal of Visual Impairments and Blindness, 92,
Lieberman, L.J., & MacVicar, J. (2003). Play and Recreation Habits of Youth who are Deaf-blind. Journal of
Visual Impairment and Blindness, 97(12), 755-768.
Lieberman, L.J., & Stuart, M.E. (2002). Self-determined recreation and leisure choices of individuals with
deaf-blindness. Journal of Visual Impairment and Blindness, 96(10), 724-735.
References continued
McInnes, J.M. (1999). A guide to planning and support for individuals who are deafblind. Toronto, ON:
University of Toronto Press.
Miles, B., & Riggio, M. (1999). Remarkable conversations: A guide to developing meaningful
communication with children and young adults who are deafblind. Watertown, MA: Perkins School for the
Blind Press.
Morgan, S. (n.d.). Sign language with people who are deaf-blind: Suggestions for tactile and visual
modification. Retrieved from: http://www.deafblind.com/slmorgan.html.
Smith, T.B. (2002). Guidelines: Practical tips for working and socializing with deaf-blind people.
Burtonsville, MD: Sign Media Inc.
Sapp, W., Hatlen, P. (2010). The Expanded Core Curriculum: Where have we been, where are we going
and how will we get there? The Journal of Visual Impairment and Blindness, 104, 6, 338-348.