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Instructional Strategies

A young man who is deafblind smiles as he rests in a cloth swing.
A young man who is deafblind smiles as he rests in a cloth swing.

People rely upon information about the world around them in order to learn, function, and interact with others. Vision and hearing are the major senses through which this information is accessed. Individuals, who have combined vision and hearing loss or deafblindness, are unable to access this essential information in a clear and consistent way. Deafblindness is a disability of access – access to visual and auditory information.

The Intervener in Early Intervention and Educational Settings for Children and Youth With Deafblindness  – NTAC Briefing Paper

Linda Alsop, Robbie Blaha, and Eric Kloos

Children who are deafblind represent a wide range of learners, each with unique learning styles and learning challenges. The child’s unique sensory impairments, physical challenges, cognitive challenges and the age of onset of the sensory losses greatly impacts how they learn best. For example, children who are born deafblind are like to be tactile learners while children who loose their vision and hearing later in life or have only mild vision and hearing losses may be less reliant on tactile information. This is one of the many things that challenges educational teams to develop and deliver appropriate programming for many of these children.

This section of the Texas Deafblind Project website is meant to provide guidance in best practices for the range of learners who are deafblind. We hope to provide information that will be useful to teams working with children who are profoundly deaf and blind from birth as well as those children who are functioning at grade-level with their same-aged peers. Overtime, we hope to provide information that will support paraprofessionals, professionals and family members in addressing their student’s individual needs and help that child to achieve successful outcomes at the end of their educational instruction.


Instruction Strategies Menu

    • Assessment
    • Communication Overview
    • Concept Development & Experiential Learning
      • Concepts of Time
      • Sequencing Events
    • Choice-making
    • Interaction and Bonding
      • Factors to Consider
      • Avoid Pitfalls
      • Hand Under Hand
      • Building Security
      • Imitative Play Strategies
      • Turn-taking Play Strategies
      • Be a Good Playmate
      • Use Interaction to Teach
      • Additional Resources
    • Routines
      • Experiencing Routines
      • Turn-taking Games
      • Level 1 Routines (Sharing the Work)
      • Level 2 Routines (Participation with Support)
      • Level 3 Routines (Independent)
    • Calendars
      • A Form of Literacy
      • Anticipation
      • Daily
      • Weekly
      • Monthly
      • Sequence Boxes
      • Timelines