VIDBE-Q Volume 65 Issue 1
and hearing, but that is unavailable or incomplete to an individual who
is deafblind (Janssen, Riksen-Walraven, & van Dijk, 2003).
• Provide access to and/or assist in the development and use of
receptive and expressive communication skills using multiple modes
as preferred/needed by the student (Rowland & Parker, 2014)
• Facilitate direct learning experiences (Janssen, Riksen-Walraven, &
van Dijk, 2003).
• Use touch to supplement auditory and visual input to convey
information (Janssen, Riksen-Walraven, & van Dijk, 2004).
• Facilitate the individual's use of touch and other senses for learning
and interaction (Chen, Downing, Rodrigues-Gil, 2001; Miles, 2003).
• Embed communication, language, and concept development into
routines and meaningful activities (Rowland & Parker, 2014).
• Facilitate the development and maintenance of trusting, interactive
relationships that promote social and emotional well-being (Janssen,
Riksen-Walraven, & van Dijk, 2003; van den Tillaart et. al, 2014).
• Provide support to help a student form relationships with others and
increase social connections and participation in activities (Hunt,
Alwell, Farron-Davis, & Goetz, 1996).
