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Routines give meaning to actions and events, while building a memory foundation for other learning. (TSBVI, 2012)

Routines are structured activities with clear beginnings, middles, and ends.

They are carried out the same way with a child until they change or evolve based on the child's needs. The consistent use of routines serves a number of purposes for children and youth who are deafblind, especially those who were born deafblind. They help children build their communication skills, learn new concepts, access the general education curriculum, and improve interactions and social skills.  

They also provide a sense of security and predictability to a child's day by helping them understand what is happening in the here and now and anticipate what is coming. As they learn to use a routine, children "Understand more about the world and it seems a less hostile and frightening place" (Hodges, 2000, p. 169).

See also: Calendar Systems

This video, from Washington Sensory Disability Services (, shows an example of a bedtime routine for a young boy who is deafblind.


Hodges, L. (2000). Effective teaching and learning. In S. Aitken, M. Buultjens, C. Clark, J. T. Eyre, & L. Pease (Eds.), Teaching children who are deafblind: Contact, communication, and learning (pp. 167-199). David Fulton Publishers.

Texas Deafblind Project. (n.d.). Communication Overview: Routines


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