VIDBE-Q Volume 66 Issue 4
the leg work for families and identify what the organization has to offer children
with visual impairments and deafblindness, where it is located, potential options
for public transportation, and how much it costs to attend. Many community
organizations have family days that provide reduced priced options for families. I
also recommend contacting the community organizations to identify ways they can
partner and contribute to the home and school collaboration. By identifying a
variety of community organizations in advance, you can share this information
with families throughout the school year when you explore a specific topic
connection in the classroom. Identify must see and explore experiences for families
and highlight the areas of the community organization that provide accessible
spaces, such as touchable exhibits and audio and braille resources and information.
Parents will appreciate the time you spent identifying accessible experiences for
their child, while also considering transportation and cost hinderances for families.
Strategy 3: Identify and Share Resources and Strategies with Families.
Now that you have asked families about areas they want more information
about, identified ways that they want to communicate and engage at school, and
identified community partners; it is time to identify and share these resources and
strategies with families. Correa-Torres & Bowen (2016) identify some important
online resources you can share with families of students who are deafblind and
emphasize the importance of involving all family members, including siblings.
