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Decorative
OHOA Module: Concept Development and Responsive Environments

OHOA Module: Concept Development and Responsive Environments

A teenage girl who is deaf-blind has her hand on a statue of an adult holding a baby.

Learning Outcomes

  • Recognize the impact of deaf-blindness on an individual’s development of concepts and incidental learning.
  • Compare and contrast skill development and concept development.
  • Recognize that trusting relationships are essential for the development of concepts about the self (and concepts about the self are essential for learning).
  • Recognize the role of touch and exploration in the development of concepts and active learning.
  • Identify the role of language and communication in the development of concepts.
  • Describe methods for incorporating experiential learning and functional tasks.
  • Apply deaf-blind strategies in the development of routines that support active learning and concept development.

Development Team

  • Leslie Buchanan (Lead)
  • Jennifer Hayes
  • Chris Montgomery
  • Lorri Peterson
  • Shone Stagg

Suggested Citation

Buchanan, L., Hayes, J., Montgomery, C., Peterson, L., Stagg, S. (2015, September). Concept development and responsive environments. 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.