Learning Activity 3: How the Intervener can Facilitate Friendships and Interactions

Watch this slide presentation:

Discussion Board Activity - Modifications for Empowerment:

Recall the bubble example with Melissa from the slide presentation. With a slight modification the children were able to interact and have a rich experience.

How can the following examples be modified to empower friendships and peer interactions?

1. During circle time, a student with deaf-blindness is in her wheelchair while her classmates sit on the floor.
2. A student who is deaf-blind comes into class a few minutes after everyone else has been seated because he needs more time to navigate the hallways on his way back from the restroom.
3. A class is eating lunch in a park after a field trip.
4. A teacher picks a student to help pass out equipment to use during recess.
5. A high school theater program is hosting auditions for an upcoming play.

Pick one of the situations above and discuss ways to empower a student with deaf-blindness who is involved in the activity to have peer interactions.

• What concepts and experiences would the student with deaf-blindness need in order to be interested in the situation?
• How could peers be more meaningfully involved?
• What would promote enjoyable interactions?
• How could the student with deaf-blindness orient to or show interest in peers when it is his or her turn turn to participate?
• How could the student communicate with peers about activities?
• How could the student be made aware that peers are present and accessible for communication?