DB 101: Social-Emotional
Describes the importance of teaching families and educators the techniques to create and maintain the quality interactions most needed to establish relationships with children who are deaf-blind
Developing Concepts with Children Who Are Deaf-Blind
Concepts are the ideas that give meaning to our world. This fact sheet discusses the necessity of providing experiences to maximize a child's opportunity to develop concepts and the critical element of relationship in providing meaning.
Social Skills Development
It is important that the child who is deaf-blind understands how to employ the sense of touch for appropriate interactions and to develop friendships with others.
One parent shares how her son's Circle of Friends has worked for them in creating community.
Positive Behavioral Supports and Social Relationships
Discusses briefly, the theory of Positive Behavioral Support and examines a method for supporting children who are deaf-blind in their development of behavioral and social competence.
Social Skills for Children & Youth With Visual Impairments
This Webcast demonstrates how to analyze and adapt teaching strategies to teach social skills to students who are visually impaired or deaf-blind.
Facilitating Friendships and Interactions
Provides strategies that parents, teachers, and others can implement to facilitate interactions between individuals with and without disabilities.
Art of Conversation
Conversations without Language: Building Quality Interactions with Children Who are Deaf-Blind
Discusses common problems encountered when developing conversations with the child who has limited language skills and strategies to address barriers.
Elements of a Good Conversation
Describes 10 considerations and strategies necessary for developing conversation and furthering communication skills.
Conversations: A Personal Reflection About Deafblindness - Communicating & Learning with Persons who are Deafblind by Babara Miles
In this webcast, Barbara Miles, a well-know as an author and lecturer, discusses her approach to engaging in conversations with students who are deaf-blind and the importance of the social-emotional components of communication.