;
Lorem Ipsum Dolor Spring 2016
6
Concerning a dual sensory loss simulation experience:
A parent: "I did the Optional activity for parents/family members, entitled
'Sharing a Pleasant Activity at Home.' I knelt beside (my child) on the couch as he
held on the back and jumped. I've often wondered why he loves this so much...now I
know. If one were to stand back and look at him doing it from some distance, one
would not be overly impressed. After all, it looks like only an inch or so and he's
holding on very tightly. However, after having done it beside him while blindfolded
and ear-plugged, it seems like an entirely different activity!"
A classroom teacher: "I found myself looking for other sensory input. I
listened to my breathing, began rubbing my fingers together, and tapping my feet. I
think it's important to remember that without the sensory input of sight and hearing,
(the student) will need other opportunities to engage in getting the input she desires."
It is evident from the above testimonials that collaboration of teams is vital for
the student with deaf-blindness. This same collaboration is best practice in our
network community of deaf-blindness through the technical assistance from our
National Center on Deaf-Blindness down to the state deaf-blind projects to our
educational teams under the educational system. We all know that what works is a
trusting relationship between the all team members involved, being available to assist
when needed, and an understanding of the educational needs of children and youth
with deaf-blindness.
For more information on the Open Hands/Open Access (OHOA) Modules
training offered in Pennsylvania for teams, contact Sue Ann Houser
(shouser@pattan.net).
46
