VIDBE-Q 2026 Volume 71 Issue 3
auditory cues and resources to provide feedback and orientation if a student
who is deafblind can access some auditory information. The use of tactile
markers such as mats on the floor, poly spots, or rope taped to the ground
(similar to goalball court lines) can provide environmental markers for
positioning that allows the student who is deafblind to independently explore
to identify their location.
Using strategies from protactile communication can assist in providing
information about visual cues and the environment to the student. Touch cues
on the student's back can provide directional cues on where a ball may be or
where other players are within the environment.
Techniques for guiding students
with vision loss can also be used with students with deafblindness, but additional
support may be needed for balance, coordination, and communication. When
human guide is provided, additional balance support could be achieved by the
extension of the forearm toward the person for them to hold on to if needed by
their other hand. The use of a tether can be used with the addition of tactile
communication on their hand or body while moving to assist with guiding through
activities. Activities should be developed which are fun and engaging but also can
be performed within their home or community. Fitness equipment typically found
in local recreation centers or health clubs, such as treadmills, stationary bicycles,
row, and stair-climber machines can be modified with tactile stickers applied to
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