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A young woman who is deafblind places her hand on the hand of her teacher of students who are deafblind.
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Texas Deafblind Project

Ideas and Resources for Educators and Families

  • Home
    • Federal Grant
    • About Our Project
      • Deafblind Child Count
        • Access the Deafblind Child Count
        • Let’s Talk Deafblind Eligibility
        • Student Data
      • Early Childhood (birth-5)
      • Family Engagement and Services
      • School-aged Services (6-21)
      • Transition Services (14-25)
    • Legal
  • Deafblind Interaction
    • Acknowledgements
    • The Arc of a Conversation
    • A Basis for a Common Language
    • Tactile-Body Perspective
    • Cultural Language of Congenitally Deafblind
    • Zone of Proximal Development
    • Tactile Memory
    • Dialogicality or Self-Talk
    • Meaning Making
    • Following the Gaze
    • Interaction to Formal Language
    • Five Steps of Interaction
      • Notice
      • Affirm
      • Name It
      • Serve and return
      • Beginnings and Endings
    • Stress and Resiliency
    • Tactile Memory
    • Bodily Emotional Traces
    • For a Deeper Dive
  • Behavioral Supports
    • About Guidance for Planning Behavior Intervention
    • Download the Guidance Document
    • Other Articles about Behavioral Supports
  • Orientation and Mobility
  • Instructional Strategies
    • Assessment
    • Communication Overview
    • Concept Development & Experiential Learning
    • Experience Stories
      • Experience Bags and Boxes
      • Experience Books
    • Calendars
      • Time Concepts
      • Sequencing
      • Using Calendars to Expand Concepts
      • Calendars Support Social Interaction
      • Anticipation Calendar
      • Daily Calendars
      • Weekly Calendars
      • Monthly Calendars
      • Timelines
    • Choice-making
    • Interaction and Bonding
      • Factors to Consider
      • Avoid Pitfalls
      • Be a Good Playmate
      • Building Security
      • Hand-Under-Hand Guidance
      • Turn-Taking Play Strategies
      • Use Interaction to Teach
      • Additional Resources on Interaction
    • Routines
      • Create the Routine
      • Communication-Based Routine
      • Skills-Based Routines
      • Literacy Related to Routines
      • Level 1 Routines
      • Level 2 Routines
      • Level 3 Routines
    • Tactile Symbols
      • Making Tactile Symbols
      • Tactile Symbol Dictionary
      • Actions
      • Animals
      • Emotions
      • Food
      • Functions
      • Numbers
      • Objects
      • Places
      • People
      • Time
    • Video Examples
    • Video Tutorials
  • Children who are Deafblind with Additional Disabilities
    • Assessment Procedure
    • History
    • A Little Brain Science
    • Biobehavioral States
    • Orienting Reflex
    • Internal Versus External Issues
    • Fight or Flight, Rest and Digest
    • Role of Social and Emotional Development
    • Determining Social-Emotional Development
    • Creating Programming for Deafblind with Additional Disabilities
    • Resources – Deafblind with Significant Additional Disabilities
  • Transition to Adult Life
    • Transition LiveBinder
  • Teachers of Students who are Deafblind
    • Becoming a TDB
    • Discussion
    • TDB Toolbox
    • Why Do We Need TDBs?
  • Events
  • Resources
    • Agencies, Organizations, and Services
    • LiveBinders
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    • Websites and Online Courses
  • Products
    • Articles
    • Books, Publications, and Newsletters
    • Coffee Hours
    • Interviews
    • Online Courses and Websites
    • Podcasts
    • Webinars
Posted on March 5, 2021 by Kate Hurst

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CategoriesSymposium TagsFamily Day, family engagement, family support

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Mom, Dad and Young Boy
A young boy sits in the lap of his dad and mom sits across from them. The parents offer him various objects to explore with them.
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