VIDBE-Q 2026 Volume 71 Issue 3
or general physical educator, it is important to be familiarized with these
devices. The teacher or service provider should check to make sure the student's
device is working accurately before the start of the session. If a student uses an
FM system, the teacher or provider should wear the system's microphone to
assist with auditory access, such as verbal instructions. Collaborating with or
guardians and other educational professionals who specialize in services for
students with deafblindness such as teachers of students with deafness, teachers
of students with visual impairments or teachers of students with deafblindness
can provide valuable information about communication strategies and accessing
environmental visual and auditory cues (Perreault et al., in press). Typically, a
student who is deafblind will be assisted in the educational environment by a
professional known as an intervener. This professional supports the student in
obtaining access to information in the environment (Parker & Nelson, 2016).
Like interpreters for the deaf, interveners are there solely to serve the student
with deafblindness and provide them with access to language, communication,
and information pertaining to the environment.
Since all forms of behavior is communication, it is important that
educators and service providers observe and interact when communication
attempts are displayed by students with deafblindness. This will aid to further
establish trust, rapport, and positive interactions with the student. Engagement
confirms students' attempts at expressive language. This is a pivotal point since
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