Modifications to the Learning Environment

Environments that promote communication and learning for children and youth who are deafblind are structured to encourage movement, engagement, and interactions with others.

They consist of physical places and the people, activities, and materials within them. Features include:

Physical spaces that are accessible, including modifications to auditory and visual conditions that maximize the use of any residual hearing and vision
People who are respectful and responsive
Consistency and predictability
Interesting (including tactually interesting) materials and activities

Introductory Resources

Document
Preparing the Learning Environment: NCDB Practice Guidepdf|1.1 MB
External Resource
A Classroom Environment Checklist for Students Who Are Deafblind
Slide Presentation
Physical Access Through Accommodations and Modifications (from OHOA Module "Accessing the Curriculum and the Environment")
External Resource
Ten Issues to Always Consider When Intervening for Students with DeafBlindness
Document
Engaging Environmentspdf|79.7 KB
Document
Assessing the Instructional Environment to Meet the Needs of Learners With Multiple Disabilities Including Students who are Deaf-Blindpdf|146.4 KB

Learn More

Considerations for Educating Students With CVI: The Learning Environment (PA Training and Technical Assistance Network)

Managing the Environment to Modify Behavior (from OHOA Module "Behavior and Environmental Supports")

Universal Design for Learning

Offline Resource

Olson, K., Miles, B., & Riggio, M. (1999). Environments than encourage communication. In B. Miles & M. Riggio (Eds.), Remarkable conversations: A guide to development meaningful communication with children and young adults who are deafblind (pp. 76-93). Perkins School for the Blind.

References

Greeley, J., & Anthony, T. L. (1995). Play interaction with infants and toddlers who are deafblind: Setting the stage. Seminars in Hearing, 16 (2), 185-191.

Stremel, S., Perreault, S., & Welch, T. R. (1995). Strategies for classroom and community. In K. M. Huebner, J. G. Prickett, T. R. Welch, & E. Joffee, (Eds.), Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind (pp. 411-441). AFB Press.

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