VIDBE-Q Volume 65 Issue 1
• Follow the student's IEP and the modifications and instructional
techniques recommended by transdisciplinary team members
(Grisham-Brown, Schuster, Hemmeter, & Collins, 2000).
• Foster student independence, self-determination, and internal
motivation.
• Recognize and support individual preferences, strengths, and
learning styles (Parker, Davidson & Banda, 2007).
• Support students they use and maintain amplification, cochlear
implants, and assistive listening devices as directed (Stremel &
Malloy, 2006).
• Support students as they use and maintain glasses, low vision
devices and prostheses, as directed (Clyne, Wolfe, Blaha, & Hertzog,
2015).
• Make adaptations for the cognitive and physical needs of the
individual, recognizing the impact of additional disabilities on
individuals with deafblindness
• Utilize strategies that promote independent and safe movement and
active exploration of the environment (Joffee & Rikhye, 1991; Parker,
2017).
