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OHOA Module: Social Skills and Peer Relationships

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

Time to complete: 2 hours


Watch this slide presentation:


Suggested Discussion Board Activities and Assignments

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?


Interveners can use a number of strategies to facilitate friendships and interactions between students with deaf-blindness and others in their schools and communities.