VIDBE-Q Volume 65 Issue 2
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service providers aware of this need for matching through professional
development could have the potential to improve students' communication growth.
By reviewing video and data analysis, adults could become more proportionate in
their use of tactile, visual and verbal communication modalities. Many teachers
and additional staff members will also need additional training to learning the
communication strategies that they observe in videos or read about, such as tactile
sign language, as well as access to materials such as tangible symbols.
Conclusion
The important takeaway of the concept of a tactile threshold for teachers is
to prompt thinking about whether students' are able to access the communication
modalities used by classroom staff, as well as whether students can eventually
expressively use those communication forms. Additionally, in order for more
teacher matching to occur, adults that work with students with DB need specialized
training in a variety of communication modalities and strategies. Training in ASL,
one-on-one interveners that have specific training in deafblindness, state
certification practices that require specific coursework in teaching symbolic
communication (i.e. using tangible symbols), and classroom ratios that allow for
close proximity of staff to students for communication will help teachers to be
responsive to the tactile threshold and increase levels of symbolic communication
in learners with DB.
