VIDBE-Q Volume 65 Issue 2
46
L. Beth Brady, Ph.D., TVI, Assistant Professor, Hunter
College, CUNY
LBrady@hunter.cuny.edu
When working with learners with deafblindness, teachers must consider not
just a students' receptive modality, but must also be modeling potential expressive
modalities that can be used by the student in the future. A study was conducted to
examine group-level differences in classroom language environments in order to
better understand implementation of best practices with learners with deafblindness
(DB), and whether state certification practices, student characteristics or
specialized training related to differences in adult language modeling. The results
of this study can be used both nationally when advocating for changes in ways we
support students with DB (i.e., intervener recognition) and at a teacher-level to
guide strategies targeted for professional development.
As we know in the low-incidence field of DB, participant recruitment is
often our biggest research barrier. By using small, light-weight action cameras
Determining a Tactile Threshold for Learners with Deafblindness:
Teachers' Communication Modality Choices
