OHOA Module: Concept Development and Responsive Environments
- 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.
- Leslie Buchanan (Lead)
- Jennifer Hayes
- Chris Montgomery
- Lorri Peterson
- Shone Stagg
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.