Skip to content
Decorative
OHOA Module: Availability for Learning

OHOA Module: Availability for Learning

A boy swings upside down in a disc swing.

Learning Outcomes

  • Recognize the internal and external factors that influence a student’s availability to learn.
  • Be able to identify a student’s state of arousal and how to influence it so the student is available to communicate and learn.
  • Be able to identify a student’s likes and dislikes and know how to use those preferences to support the student‘s availability to learn.
  • Be able to identify the strongest sensory channels for a student and know how to adapt activities and actions in ways that take advantage of those channels.
  • Be able to identify a student’s stress level and identify strategies that can support the student’s availability for communicating and learning.

Development Team

  • Kathee Scoggin (Lead)
  • Karen Christianson
  • Holly Cooper
  • Kimberly Lauger
  • Melanie Knapp
  • Deanna Peterson
  • Megan Mogan

Suggested Citation

Scoggin, K., Christianson, K., Cooper, H., Lauger, K., Knapp, M., Peterson, D., Mogan, M. (2014, September, rev.). Availability for learning. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.