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Decorative
OHOA Module: Routines for Participation and Learning

OHOA Module: Routines for Participation and Learning

Orion eating at a table.

Learning Outcomes

  • Describe routines as a foundation for early learning, concept development, and interactions.
  • Describe how routines support and organize learning for students who are deaf-blind by compensating for sensory gaps.
  • Explain the importance of collaboration with family members and the use of routines in both home and school environments.
  • Identify how routines support the student, the intervener, the teacher, and the family.
  • Identify how routines are a framework for assessment and intervention.
  • Describe the intervener’s role in the development of routines.
  • List the prerequisites and considerations for designing and using routines.
  • Identify the steps for reviewing routine materials with a student and the process for developing a dialogue for communication.
  • Create and evaluate an effective routine for a case-study student.
  • Describe ways to expand on routines to help a student make progress.
  • Summarize the importance of routines for learning all types of skills.

Development Team

  • Michelle Clyne, Amy Parker (Leads)
  • Robbie Blaha
  • Johanna Borg
  • Vivecca Hartman
  • Barbara Martin

Suggested Citation

Clyne, M., Parker, A., Blaha, R., Borg, J., Hartman, V., Martin, B. (2015, September). Routines for assessment and 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.