OHOA Module: Calendars
- 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.
- Robbie Blaha (Lead)
- Johanna Borg
- Michelle Clyne
- Vivecca Hartman
- Barbara Martin
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.