Title: OHOA: Routines (with voiceover)

(Visual Description) 
A teenage girl wearing a TSBVI shirt sits knee-to-knee with an adult female. 
Next to them is a tactile calendar.  They communicate using tactile sign language.

FEMALE SPEAKER:
You guys are swimming.
Both hands.
Swimming. Swimming.

FEMALE NARRATORS:
Routines are building blocks for human learning.
For individuals who are deaf blind, particularly those
who are born deaf blind, 

(Video Description)
A child sits, reclining in a wheelchair in front of a desk. There are two adults 
with him, both female.  One adult, with blonde hair, is sitting on the opposite 
side of the desk, observing. The other adult stands to his right and leans down 
holding an iPad out to him. The student is reaching out for the iPad.

FEMALE NARRATOR:
Routines provide a framework
for greater access to information,
developing meaningful experiences, reducing stress
and for interacting with people.

(Video Description)
Two females, an adult and a toddler, both wearing dresses, approach a fountain. 
The fountain consists of large rocks, one of which is shaped like a tree trunk 
and has water spouting out of it. The base of the fountain is covered with what 
appears to be small black pebbles, or possibly wood chips.  They are bordered 
by a concrete ring.  The adult steps away and allows the toddler to explore with her cane.

FEMALE NARRATOR:
In this and future modules,
you'll see just how much routines provide in terms
of opportunities to develop life skills in the areas
of concept development, orientation and mobility,
using calendar systems, maximizing vision and hearing,

(Video Description)
A person using a white cane is surrounded by chickens. We are unable to see this person's 
face and can only see glimpses of his or her body. We do see a gloved hand reaching into 
a chicken coop to retrieve eggs. The eggs are placed into a wire basket.

FEMALE NARRATOR:
developing social skills, learning employment skills,
and in many other areas.

(Video Description)
A young male child walks down the hall of the school using a white cane. He is accompanied 
by a female adult as well as a male adult, who is also using a cane. The child keeps his 
right hand on the wall as he walks. When he moves to cross the hall he puts the cane in his 
right hand and reaches out with his left hand. He feels a water fountain and turns and signs “WATER.”

FEMALE NARRATOR:
Welcome aboard, and we hope you will enjoy exploring routines
as support for assessment and learning
with students who are deaf blind.

FEMALE SPEAKER:
Yes, yes, water.