VIDBE-Q 2026 Volume 71 Issue 3
map of the space. Establishing the setup of the environment and where equipment
is located within the educational space can lead to increased participation and
independence (Lieberman et al., 2025). It is also important during activity to
identify any students who are around the student with deafblindness and/or on
their team. Teaching their peers to say their name and identify themselves while
near the student who is deafblind is a important aspect of integration.
Equipment familiarization allows students to handle and explore sports
equipment beforehand to learn shape, texture, and function. Movement and
skill preview involves demonstrating and practicing specific movements or
techniques in controlled, quiet settings before integrating them into group
activities. Multi-sensory cues incorporate auditory, tactile, and verbal elements
to enhance understanding and recall of instructions. Collaborative instruction
involves working with specialists such as orientation and mobility instructors
and teacher of students with deafblindness, also known as teacher of the
deafblind (Bruce et al., 2020) to tailor pre-teaching sessions to individual
needs.
Physical Guidance Techniques
Movement tasks and skills should be provided by demonstrations within
the students preferred mode to access during the group lesson. Preferred
modes may be through vision (at the students' best angle, distance, lighting
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