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OHOA Module: Calendars

OHOA Module: Calendars

Matt teaching young boy calendars.

Learning Outcomes

  • Explain why a student with deaf-blindness might have difficulty learning time concepts and time vocabulary, and understanding traditional timepieces.
  • List the continuum of time frames in calendar systems and identify several student characteristics that are prerequisites for each.
  • Identify ways that calendar systems are individualized for students with deaf-blindness.
  • Describe strategies to depict and discuss the past events for each time frame.
  • Describe how calendars move from concrete to abstract across the time frames to teach vocabulary about the future.
  • List examples of how calendars support communication for students with deaf-blindness.
  • Understand the crucial role that calendars play in supporting and clarifying genuine conversational interactions.

Development Team

  • Robbie Blaha (Lead)
  • Johanna Borg
  • Michelle Clyne
  • Vivecca Hartman
  • Barbara Martin

Suggested Citation

Blaha, R., Borg, J., Clyne, M., Hartman, V., Martin, B. (2015, September). Calendars. 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.