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AUTHOR
TITLE
INSTITUTION
SPONS AGENCYPUB DATE
NOTE
CONTRACTAVAILABLE FROM
PUB TYPE .
EDRS PRICEDESCRIPTORS
ABSTRACT
DOCUMENT RESUME
EC 309 537
Stremel, Kathleen; Bixler, Betsy; Morgan, Susanne; Layton,Kristen
Communication Fact Sheets for Parents.
National Technical Assistance Consortium for Children andYoung Adults Who Are Deaf-Blind, Monmouth, OR.Special Education Programs (ED/OSERS), Washington, DC.2002-08-00
65p.
H025C960001
National Information Clearinghouse on Children Who Are Deaf-Blind (DB-LINK), 345 N. Monmouth Ave., Monmouth, OR 97361.Tel: 800-438-9376 (Toll Free); Fax: 503-838-8150; e-mail:[email protected]; Web site: http://www.tr.wou.edu/ dblink.Guides Non-Classroom (055)EDRS Price MF01/PC03 Plus Postage.*Assistive Technology; *Behavior Modification; BehaviorProblems; Braille; Communication Skills; Cultural Influences;*Deaf Blind; Elementary Secondary Education; *ExpressiveLanguage; *Receptive Language; Sign Language; SpeechCommunication; Tactile Stimuli; *Teaching Methods; VisualStimuli
This booklet contains 28 fact sheets on communication writtenprimarily for parents and families with a child who is deaf-blind. Theyattempt to address fundamental but complex issues related to thecommunication needs of children with vision and hearing impairments. Eachfact sheet targets a specific area, including: (1) communication; (2)
communication development; (3) receptive and expressive communication; (4)
five critical features of receptive and expressive communication (forms,functions, content, partners, and physical environment); (5) forms ofcommunication; (6) functions of communication; (7) individualizedcommunication;. (8) general strategies for teaching communication (usingsocial interaction, teaching cognitive skills, using routines and functionalactivities, recognizing and using receptive communication, individualizingteaching, increasing the rate of communication, and manipulating theenvironment); (9) using routines and functional activities to enhancecommunication; (10) addressing challenging behavior; (11) intentionalbehavior; (12) receptive contextual cues; (13) receptive touch cues; (14)
receptive object cues; (15) receptive gestures; (16) use of touch asexpressive communication; (17) expressive gestures; (18) pictures; (19)
language; (20) speech; (21) Braille; (22) sign language; (23) printedmaterial; (24) assistive technology; (25) assistive auditory technology; (26)
assistive visual technology; (27) assistive tactual technology; and (28)culture and communication. (Contains 15 references.) (CR)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Com
mun
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he N
atio
nal T
echn
ical
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ista
nce
Con
sort
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for
Chi
ldre
n an
d Y
oung
Adu
lts W
ho A
re D
eaf-
Blin
d
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
ION
AL
RE
SO
UR
CE
SIN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)hi
s do
cum
ent h
as b
een
repr
oduc
edas
rece
ived
from
the
pers
on o
r or
gani
zatio
nor
igin
atin
g it.
Min
or c
hang
es h
ave
been
mad
eto
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
stat
ed in
this
docu
men
t do
not n
eces
saril
yre
pres
ent
offic
ial O
ER
I pos
ition
or
polic
y.
A s
peci
al th
anks
to th
e co
ntri
butin
g w
rite
rs o
f th
ese
fact
she
ets
for
unde
rtak
ing
this
pro
ject
and
for
see
ing
it th
roug
h to
com
plet
ion:
Kat
hlee
n St
rem
el, D
irec
tor,
NT
AC
Bet
sy B
ixle
r, A
rea
Dir
ecto
r, N
TA
CSu
sann
e M
orga
n, T
echn
ical
Ass
ista
nce
Spec
ialis
t, N
TA
CK
rist
en L
ayto
n, f
orm
er T
echn
ical
Ass
ista
nce
Spec
ialis
t, N
TA
C
The
par
ent t
ips
foun
d on
eac
h fa
ct s
heet
wer
e ta
ken
from
the
NT
AC
pub
licat
ion
Com
mun
icat
ion
at H
ome
and
in th
e C
omm
unity
: Hel
pful
Stra
tegi
es a
nd S
ugge
stio
ns f
rom
Par
ents
and
Fam
ilies
with
a C
hild
Who
Is
Dea
f-B
lind.
Thi
s bo
okle
t con
tain
s st
rate
gies
and
sug
gest
ions
dra
wn
from
ove
r a
hund
red
pare
nts
and
fam
ily m
embe
rs. A
dditi
onal
than
ks to
the
man
y pa
rent
s w
ho c
ontr
ibut
ed to
this
boo
klet
.
Kat
hy M
cNul
ty, E
dito
rA
ssoc
iate
Dir
ecto
r, N
TA
C
Publ
ishe
d A
ugus
t 200
2 by
:/M
7r/A
IT
he N
atio
nal T
echn
ical
Ass
ista
nce
Con
sort
ium
for
Lfi
Chi
ldre
n an
d Y
oung
Adu
lts W
ho A
re D
eaf-
Blin
d
NT
AC
Tea
chin
g R
esea
rch
345
N. M
onm
outh
, Ave
Mon
mou
th, O
R 9
7361
Ph. 5
03.8
38.8
757
TT
Y: 5
03.8
38.9
623
Fax:
503
.838
.815
0nt
ac@
wou
.edu
NT
AC
Hel
en K
elle
r N
atio
nal C
ente
r11
1 M
iddl
e N
eck
Rd.
Sand
s Po
int,
NY
110
50Ph
: 516
.944
.890
0 x3
07T
TY
: 516
.883
.905
9Fa
x: 5
16.8
83.9
060
To
requ
est c
opie
s of
this
doc
umen
t, vi
sit h
ttp://
ww
w.tr
.wou
.edu
/NT
AC
or
cont
act:
DB
-LIN
K -
The
Nat
iona
l Inf
orm
atio
n C
lear
ingh
ouse
on
Chi
ldre
n W
ho A
re D
eaf-
Blin
d34
5 N
. Mon
mou
th, A
veM
onm
outh
, OR
973
61V
oice
: 800
.438
.937
6T
TY
: 800
.854
.701
3ID
EA
sFa
x: 5
03.8
38.8
150
that
Wor
kdb
link@
tr.w
ou.e
duO
ffic
e of
Spe
cial
Edu
catio
n Pr
ogra
ms
Thi
s Pr
ojec
t (gr
ant n
umbe
r H
025C
6000
1) is
sup
port
ed b
y th
e U
S D
epar
tmen
t of
Edu
catio
n, O
ffic
e of
Spec
ial E
duca
tion
Prog
ram
s (O
SEP)
. Opi
nion
s ex
pres
sed
here
in a
re th
ose
of th
e au
thor
s an
d do
not
nece
ssar
ily r
epre
sent
the
posi
tion
of th
e U
S D
epar
tmen
t of
Edu
catio
n.
Con
tent
s
Com
mun
icat
ion
4
Com
mun
icat
ion
Dev
elop
men
t6
Rec
eptiv
e an
d E
xpre
ssiv
e C
omm
unic
atio
n8
Five
Cri
tical
Fea
ture
s of
Rec
eptiv
e an
d E
xpre
ssiv
e C
omm
unic
atio
n12
Form
s of
Com
mun
icat
ion
14
Func
tions
of
Com
mun
icat
ion
16
Indi
vidu
aliz
ed C
omm
unic
atio
n18
Gen
eral
Str
ateg
ies
for
Tea
chin
g C
omm
unic
atio
n20
Usi
ng R
outin
es a
nd F
unct
iona
l Act
iviti
es to
Enh
ance
Com
mun
icat
ion
22
Add
ress
ing
Cha
lleng
ing
Beh
avio
r24
Inte
ntio
nal B
ehav
ior
26R
ecep
tive
Con
text
ual C
ues
28
Rec
eptiv
e T
ouch
Cue
s30
Rec
eptiv
e O
bjec
t Cue
s32
Rec
eptiv
e G
estu
res
34U
se o
f T
ouch
as
Exp
ress
ive
Com
mun
icat
ion
36
Exp
ress
ive
Ges
ture
s38
Pict
ures
40L
angu
age
42
Spee
ch44
Bra
ille
46
Sign
Lan
guag
e48
Prin
ted
Mat
eria
l50
Ass
istiv
e T
echn
olog
y52
Ass
istiv
e A
udito
ry T
echn
olog
y54
Ass
istiv
e V
isua
l Tec
hnol
ogy
56A
ssis
tive
Tac
tual
Tec
hnol
ogy
58C
ultu
re a
nd C
omm
unic
atio
n60
Ref
eren
ces
63
littp
://w
ww
.tr.w
ou.e
du/n
tac
1N
TA
C
Fore
wor
d
t is
impo
rtan
t to
poin
t out
that
the
purp
ose
of th
ese
FAC
T S
HE
ET
S is
to p
rovi
de in
form
atio
n to
par
ents
and
ser
vice
pro
vide
rs s
oth
at th
ey c
an b
ette
r un
ders
tand
the
com
mun
icat
ion
and
lang
uage
mod
es a
nd s
yste
ms
that
may
be
appr
opri
ate
for
man
y ch
ildre
n an
dyo
uth
who
are
dea
f-bl
ind.
The
info
rmat
ion
in th
is d
ocum
ent i
s no
t mea
nt to
ser
ve a
s an
ass
essm
ent s
eque
nce
to b
e "t
ried
out
" on
an
indi
vidu
al c
hild
. Eac
h ch
ild s
houl
d ha
ve a
cces
s to
indi
vidu
aliz
ed f
orm
al a
nd in
form
al a
sses
smen
ts th
at a
re c
ompl
eted
by
both
pare
nts
and
prof
essi
onal
s. A
"te
am"
of s
ervi
ce p
rovi
ders
, pee
rs/s
iblin
gs, a
nd p
aren
ts is
res
pons
ible
for
usi
ng a
ppro
pria
teas
sess
men
t dat
a to
pla
n, im
plem
ent,
and
eval
uate
eac
h ch
ild's
/ you
th's
com
mun
icat
ion
goal
s an
d ac
tiviti
es a
s th
ey a
re d
evel
oped
acco
rdin
g to
the
IFSP
/IE
P. T
hese
FA
CT
SH
EE
TS
are
sim
ply
inte
nded
to in
crea
se e
very
one'
s kn
owle
dge
base
so
that
bet
ter
deci
sion
sca
n be
mad
e th
at ta
ke in
to a
ccou
nt e
ach
child
's/y
outh
's v
isio
n, h
eari
ng, t
actu
al s
kills
, cog
nitio
n, s
ocia
l ski
lls, m
otor
ski
lls, a
ndm
edic
al c
ondi
tions
.
Intr
oduc
tion
va
In J
anua
ry 1
998,
the
Nat
iona
l Tec
hnic
al A
ssis
tanc
e C
onso
rtiu
m f
or C
hild
ren
and
You
ng A
dults
Who
Are
Dea
f-B
lind
(NT
AC
) su
rvey
edov
er 5
00 f
amili
es w
ith a
chi
ld w
ho is
dea
f-bl
ind.
Res
ults
fro
m th
is s
urve
y cl
earl
y in
dica
ted
that
com
mun
icat
ion
was
a c
ritic
al is
sue.
In
resp
onse
, NT
AC
and
the
Nat
iona
l Fam
ily A
ssoc
iatio
n fo
r D
eaf-
Blin
d (N
FAD
B)
cosp
onso
red
two
natio
nal p
aren
t wor
ksho
ps in
199
8 an
d19
99 w
ith th
e th
eme
of c
omm
unic
atio
n. F
eedb
ack
from
par
ticip
ants
dur
ing
thes
e tw
o w
orks
hops
led
NT
AC
to p
rodu
ce a
ser
ies
ofco
mm
unic
atio
n fa
ct s
heet
s w
ritte
n pr
imar
ily f
or p
aren
ts a
nd f
amili
es w
ith a
chi
ld w
ho is
dea
f-bl
ind.
With
in th
is b
ookl
et y
ou w
ill f
ind
28 f
act s
heet
s, e
ach
cove
ring
a p
artic
ular
asp
ect o
f co
mm
unic
atio
n. T
hey
atte
mpt
to a
ddre
ss f
unda
men
tal
but c
ompl
ex is
sues
rel
ated
to th
e co
mm
unic
atio
n ne
eds
of c
hild
ren
with
vis
ion
and
hear
ing
impa
irm
ents
. Eac
h fa
ct s
heet
targ
ets
a sp
ecif
icqu
estio
n. F
or e
xam
ple,
How
doe
s co
mm
unic
atio
n de
velo
p? W
hat i
s re
cept
ive
and
expr
essi
ve c
omm
unic
atio
n? W
hat a
re to
uch
cues
? W
hat
are
obje
ct c
ues?
As
you
revi
ew th
e ta
ble
of c
onte
nts,
you
may
look
for
thos
e qu
estio
ns f
or w
hich
you
are
mos
t int
eres
ted
in o
btai
ning
ans
wer
s. B
ut p
leas
e be
min
dful
that
whi
le f
act s
heet
s ca
n be
rea
d an
d us
ed s
epar
atel
y, th
ey w
ill b
e a
mor
e ef
fect
ive
lear
ning
tool
whe
n re
ad c
olle
ctiv
ely.
It is
the
hope
of
the
cont
ribu
ting
wri
ters
that
thes
e fa
ct s
heet
s w
ill o
ffer
use
ful a
nd e
asy-
to-a
pply
info
rmat
ion
to f
amili
es, a
s w
ell a
s to
serv
ice
prov
ider
s, a
s th
ey w
ork
to f
acili
tate
com
mun
icat
ion
for
the
child
who
is d
eaf-
blin
d.
NT
AC
III
http
://w
ww
.tr.w
ou.e
du/n
tac
Fact
She
et #
1
Com
mun
icat
ion
Pare
nt T
ip
Use
a c
omm
unic
a-tio
n sy
stem
that
isse
nsiti
ve to
you
rfa
mily
's n
eeds
.
Wha
t is
it?
Com
mun
icat
ion
is a
soc
ial a
ct o
r be
havi
or th
at o
ccur
sbe
twee
n at
leas
t tw
o pe
ople
. We
com
mun
icat
e in
man
ydi
ffer
ent w
ays
for
man
y di
ffer
ent r
easo
ns. I
n or
der
for
com
mun
icat
ion
to o
ccur
, one
per
son
mus
t sen
d a
"mes
sage
" an
d th
e ot
her
pers
on m
ust r
ecei
ve th
em
essa
ge. T
he p
erso
n w
ho p
urpo
sefu
lly e
xpre
sses
abe
havi
or to
war
d an
othe
r pe
rson
is u
sing
exp
ress
ive
com
mun
icat
ion.
How
ever
, for
com
mun
icat
ion
to o
ccur
betw
een
two
peop
le, t
here
mus
t be
an in
tent
or
purp
ose
on th
e pa
rt o
f on
e pe
rson
to im
pact
the
othe
r.
Com
mun
icat
ion
is m
ade
up o
f a
num
ber
of im
port
ant
feat
ures
: the
se in
clud
e fo
rm, f
unct
ion,
con
tent
, the
pres
ence
of
a co
mm
unic
atio
n pa
rtne
r, a
nd th
e ph
ysic
alen
viro
nmen
t.
Why
is it
impo
rtan
t?
Com
mun
icat
ion
is a
n es
sent
ial h
uman
beh
avio
r. W
e us
eco
mm
unic
atio
n to
pla
y, to
lear
n, to
teac
h, a
nd to
inte
ract
with
oth
er h
uman
bei
ngs.
We
use
it to
for
m f
rien
dshi
psan
d to
be
part
of
a co
mm
unity
. Thr
ough
com
mun
icat
ion
we
can
lear
n m
ore
abou
t eac
h ot
her
and
mor
e ab
out t
hew
orld
that
we
live
in. W
ithou
t com
mun
icat
ion
we
beco
me
isol
ated
fro
m o
ur f
ello
w h
uman
bei
ngs
and
cann
ot f
orm
mea
ning
ful r
elat
ions
hips
(M
iles
& R
iggi
o,19
99).
All
child
ren
lear
n to
com
mun
icat
e be
fore
they
lear
nw
ords
, sig
ns, o
r ho
w to
use
pic
ture
s. C
hild
ren
lear
n to
unde
rsta
nd th
at th
e co
mm
unic
atio
n of
oth
ers
has
apu
rpos
e an
d m
eani
ng. T
hey
begi
n to
und
erst
and
the
mes
sage
s fr
om o
ther
peo
ple
befo
re th
ey u
seco
mm
unic
atio
n ex
pres
sive
ly. T
here
fore
, rec
eptiv
eco
mm
unic
atio
n is
impo
rtan
t for
lear
ning
exp
ress
ive
com
mun
icat
ion.
Chi
ldre
n m
ust a
lso
have
a r
easo
n to
com
mun
icat
e be
fore
they
can
com
mun
icat
eex
pres
sive
ly.
Impo
rtan
t poi
nts
to r
emem
ber:
o C
omm
unic
atio
n is
cri
tical
for
soc
ial i
nter
actio
nan
d fr
iend
ship
s.
o E
xpre
ssiv
e co
mm
unic
atio
n bu
ilds
upon
rece
ptiv
e co
mm
unic
atio
n (c
omm
unic
atin
g w
ithth
e ch
ild p
rovi
des
a m
odel
).
o T
he la
ck o
f a
com
mun
icat
ion
syst
em c
an f
urth
eris
olat
e a
child
who
is d
eaf-
blin
d.
o In
ord
er to
hav
e co
mm
unic
atio
n, a
chi
ld n
eeds
a w
ay to
com
mun
icat
e, a
rea
son
toco
mm
unic
ate,
and
som
ethi
ng to
com
mun
icat
eab
out.
http
://w
ww
.tr.w
ou.e
du/n
tac
4N
TA
C
NO
T-s
NT
AC
5ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
2
Com
mun
icat
ion
Dev
elop
men
t
Pare
nt T
ip
Enc
oura
ge e
very
fam
ily m
embe
r to
take
res
pons
ibili
tyfo
r in
clud
ing
and
com
mun
icat
ing
with
you
r ch
ild.
Wha
t is
it?
Com
mun
icat
ion
deve
lops
with
in s
ocia
l int
erac
tions
.T
ypic
al in
fant
s fi
rst r
espo
nd to
a p
aren
t's s
mile
, to
phys
ical
clo
sene
ss, a
nd to
the
qual
ity a
nd in
tona
tion
of a
pare
nt's
voi
ce. T
hey
mak
e ey
e co
ntac
t with
oth
er p
eopl
ean
d le
arn
to s
mile
in r
espo
nse
to s
omeo
ne's
sm
ile. T
hey
begi
n to
voc
aliz
e in
res
pons
e to
par
ents
' fac
es a
ndvo
ices
.
You
ng in
fant
s le
arn
to a
ntic
ipat
e w
hat w
ill h
appe
n ne
xtba
sed
upon
fam
iliar
rou
tines
. The
y se
e an
d he
ar c
erta
incu
es th
at b
egin
to h
ave
mea
ning
. You
ng c
hild
ren
initi
ally
lear
n to
inte
rpre
t the
inte
nt o
f a
mes
sage
. All
child
ren
firs
t lea
rn to
com
mun
icat
e w
ith v
ery
basi
cfo
rms
such
as
cryi
ng, v
ocal
izin
g, b
ody
mov
emen
t, fa
cial
gest
ures
, and
touc
hing
. Chi
ldre
n's
com
mun
icat
ion
deve
lopm
ent i
s pr
ogre
ssiv
e an
d gr
adua
l. T
hey
firs
tle
arn
to c
omm
unic
ate
in th
e "h
ere
and
now
."
You
ng c
hild
ren
lear
n th
at. t
heir
rea
son
for
com
mun
icat
ing
is to
elic
it a
resp
onse
fro
m c
areg
iver
s;th
eref
ore,
to im
prov
e ch
ildre
n's
com
mun
icat
ion
care
give
rs n
eed
tobe
res
pons
ive
toea
rly
com
mun
icat
ion
and
enco
urag
e ch
ildre
n's
use
of a
bstr
act
form
s of
com
mun
icat
ion,
suc
h as
the
use
of m
anua
l sig
nsan
d sp
eech
wor
ds.
Chi
ldre
n le
arn
to c
omm
unic
ate
thro
ugh
turn
-tak
ing
gam
es, r
outin
es, a
nd p
lay.
Com
mun
icat
ion
deve
lopm
ent i
s a
very
act
ive
proc
ess,
and
the
child
mus
tbe
an
activ
e le
arne
r by
inte
ract
ing
with
oth
ers
and
with
the
envi
ronm
ent.
Chi
ldre
n w
ho s
ee a
nd/o
r he
ar a
re a
ble
to u
se th
e "f
arse
nses
" of
vis
ion
and
hear
ing
to le
arn
com
mun
icat
ion.
Thi
s is
not
the
case
with
infa
nts
and
child
ren
who
are
deaf
and
blin
d.
Why
is it
impo
rtan
t?
Com
mun
icat
ion
does
not
hap
pen
in th
e ty
pica
l way
for
a ch
ild w
ho is
con
geni
tally
dea
f-bl
ind.
The
way
inw
hich
the
child
's c
omm
unic
atio
n de
velo
ps a
nd th
esp
eed
at w
hich
com
mun
icat
ion
deve
lops
is h
ighl
yde
pend
ent u
pon
the
onse
t of
visi
on/h
eari
ng lo
ss a
ndup
on th
e se
veri
ty o
f th
e se
nsor
y lo
ss. I
f th
e ch
ildca
nnot
use
vis
ion
and
hear
ing
to le
arn
at a
far
dist
ance
, the
n in
tera
ctio
ns w
ith c
areg
iver
s an
d ot
hers
mus
t be
adap
ted
so th
at th
e ch
ild c
an le
arn
at n
ear
prox
imity
. The
impa
ct o
f bo
th th
e he
arin
g an
d vi
sion
loss
on
the
child
's c
omm
unic
atio
n ca
n be
trem
endo
us.
If th
e ch
ild h
as m
otor
and
/or
cogn
itive
dis
abili
ties,
he
or s
he m
ay n
eed
even
mor
e tim
e an
d m
ore
inte
nse
stra
tegi
es to
lear
n to
com
mun
icat
e ef
fect
ivel
y.
Car
egiv
ers
and
othe
rs m
ust s
hare
the
sam
e m
ode
ofco
mm
unic
atio
n w
ith th
e ch
ild. T
hey
mus
t lea
rn to
take
turn
s. C
areg
ivin
g ro
utin
es a
nd f
unct
iona
lac
tiviti
es a
re v
ery
impo
rtan
t to
a ch
ild's
lear
ning
. He
or s
he w
ill n
eed
mor
e op
port
uniti
es to
com
mun
icat
eth
an a
typi
cal c
hild
.
Com
mun
icat
ion
deve
lopm
ent c
an n
ever
hap
pen
too
earl
y. I
t can
nev
er b
e to
o la
te f
or a
chi
ld o
r yo
uth
tole
arn
to c
omm
unic
ate.
Rem
embe
r, w
ithou
t the
deve
lopm
ent o
f co
mm
unic
atio
n, c
hild
ren
may
dem
onst
rate
"le
arne
d he
lple
ssne
ss,"
thin
king
that
they
can
not i
mpa
ct o
ther
hum
an b
eing
s.
http
://w
ww
.tr.w
ou.e
du/n
tac
6N
TA
C
Impo
rtan
t poi
nts
to r
emem
ber:
o T
he c
hild
mus
t be
an a
ctiv
e, n
ot a
pas
sive
lear
ner.
o T
he c
hild
's ta
ctua
l sen
ses
may
be
the
prim
ary
sens
e to
rec
eive
mes
sage
s.
o T
he c
hild
and
car
egiv
ers'
soc
ial r
elat
ions
hips
and
inte
ract
ions
are
ess
entia
l.
o T
he c
hild
will
nee
d tim
e to
lear
n ho
w to
com
mun
icat
e. T
he c
hild
will
nee
d m
any,
man
yop
port
uniti
es to
com
mun
icat
e.
o T
he c
hild
mus
t hav
e m
ultip
le r
easo
ns to
com
mun
icat
e.
o T
he c
hild
may
use
man
y di
ffer
ent f
orm
s of
com
mun
icat
ion.
CS3
NT
AC
7ht
tp://
ww
w.tr
.wou
.edu
/nta
c
F et
She
et #
3
Rec
eptiv
e an
d E
x-pr
essi
ve C
omm
uni
catio
n
Pare
nt T
ip
Dem
onst
rate
pri
dein
com
mun
icat
ing
with
you
r ch
ild. B
evi
sibl
e in
doi
ngth
is, a
nd y
our
en-
thus
iasm
will
rub
off
on o
ther
s.
Wha
t are
they
?
Com
mun
icat
ion
is th
e ex
chan
ge o
f a
mes
sage
bet
wee
n at
leas
t tw
o pe
ople
. Rec
eptiv
e co
mm
unic
atio
n is
the
proc
ess
of r
ecei
ving
and
und
erst
andi
ng a
mes
sage
fro
man
othe
r pe
rson
. It c
an b
e th
ough
t of
as th
e in
put.
Exp
ress
ive
com
mun
icat
ion
is th
e m
essa
ge to
ano
ther
pers
on. I
t is
the
mea
ns b
y w
hich
fee
lings
, wan
ts,
likes
/ dis
likes
, com
men
ts, a
nd in
tent
s to
oth
ers
are
expr
esse
d. E
xpre
ssiv
e co
mm
unic
atio
n ca
n be
thou
ght o
fas
the
outp
ut. F
or e
ffec
tive
com
mun
icat
ion,
bot
hex
pres
sive
and
rec
eptiv
e co
mm
unic
atio
n m
ust o
ccur
.
Why
are
they
impo
rtan
t?
As
soci
al b
eing
s, w
e m
ust b
e ab
le to
rec
eive
and
unde
rsta
nd m
essa
ges
from
oth
ers.
We
mus
t als
o be
abl
eto
sen
d m
essa
ges
to in
form
oth
ers
of o
ur w
ants
, nee
ds,
choi
ces,
fee
lings
, and
exp
ress
ions
. Exp
ress
ive
and
rece
ptiv
e co
mm
unic
atio
n al
low
for
peo
ple
to b
eco
nnec
ted.
The
y ar
e bo
th n
eede
d to
com
plet
e th
eco
mm
unic
atio
n cy
cle
(see
Fig
ures
1 a
nd 2
).
Whe
n w
e en
gage
in tu
rn-t
akin
g ac
tiviti
es w
ith a
chi
ld,
we
show
them
how
to u
se b
oth
expr
essi
ve a
nd r
ecep
tive
com
mun
icat
ion.
As
we
exch
ange
rol
es w
ith th
e ch
ild a
sth
e ex
pres
ser
and
the
rece
iver
, the
chi
ld h
as th
eop
port
unity
to h
ave
a co
nver
satio
n, n
ot m
erel
y to
resp
ond
to a
com
man
d or
dir
ectiv
e.
It is
impo
rtan
t to
iden
tify
and
take
adv
anta
ge o
fco
mm
unic
atio
n op
port
uniti
es th
at w
ill a
llow
for
the
deve
lopm
ent o
f bo
th e
xpre
ssiv
e an
d re
cept
ive
com
mun
icat
ion.
Whe
n a
child
has
lear
ned
thes
e, h
e or
she
will
be
able
to d
evel
op a
nd e
xpan
d re
latio
nshi
ps,
expr
ess
need
s an
d w
ants
, and
lear
n ab
out r
outin
es,
incl
udin
g th
e be
ginn
ing
and
endi
ng o
f an
act
ivity
(Sie
gel-
Cau
sey
& G
uess
, 198
9).
Whe
n co
mm
unic
atin
g w
ith a
dea
f-bl
ind
child
, the
rem
ay b
e on
e fo
rm o
f co
mm
unic
atio
n fo
r ex
pres
sion
and
a di
ffer
ent o
ne f
or r
ecep
tion.
Cho
osin
g a
form
tous
e w
ill d
epen
d on
the
child
's s
ocia
l, ph
ysic
al,
perc
eptu
al, a
nd c
ogni
tive
skill
s.
Typ
ical
chi
ldre
n an
d ch
ildre
n w
ith d
isab
ilitie
sus
ually
und
erst
and
diff
eren
t for
ms
of r
ecep
tive
com
mun
icat
ion
befo
re th
ey a
re a
ble
to u
se th
ese
form
sfo
r ex
pres
sion
. Som
e ty
pica
l chi
ldre
n m
ay n
eed
tohe
ar a
wor
d 1,
000
times
bef
ore
they
are
abl
e to
use
itco
rrec
tly. C
hild
ren
with
dea
f-bl
indn
ess
will
nee
d to
hear
, see
, or
feel
ges
ture
s, o
bjec
ts, s
igns
, or
wor
dsm
any
times
bef
ore
they
will
be
able
to u
se th
emre
cept
ivel
y or
exp
ress
ivel
y.
Som
e re
cept
ive
com
mun
icat
ion
form
s ar
e:
o O
bjec
t cue
s an
d to
uch
cues
o Pi
ctur
es
o Ph
otos
O G
estu
res
o T
angi
ble
repr
esen
tatio
ns
o Si
gn la
ngua
ge
O W
ritte
n w
ords
O S
peec
h/vo
caliz
atio
ns
Som
e ex
pres
sive
com
mun
icat
ion
form
s ar
e:
o B
ody
mov
emen
ts
o T
ouch
ing
obje
cts
and/
or p
erso
ns
O C
halle
ngin
g be
havi
or
O G
estu
res
http
://w
ww
.tr.w
ou.e
du/n
tac
8N
TA
C
o V
ocal
izat
ions
o T
angi
ble
sym
bols
/ pic
ture
s/ p
hoto
grap
hs
o Sp
eech
o W
ritte
n w
ord
o Si
gn la
ngua
ge
o A
ugm
enta
tive
mod
esai
d or
tech
niqu
es th
atsu
pple
men
t spe
ech
o A
ltern
ativ
e co
mm
unic
atio
n st
yle
aco
mm
unic
atio
n m
etho
d us
ed b
y a
pers
on w
ithou
tan
y vo
cal a
bilit
y (
Van
derh
eide
n &
Yod
er, 1
986)
Impo
rtan
t poi
nts
to r
emem
ber:
o Pr
actic
e, p
ract
ice,
pra
ctic
e.
o C
hild
ren
will
usu
ally
und
erst
and
a fo
rm b
efor
eth
ey u
se it
(un
less
they
are
imita
ting)
.
o U
se o
f th
e fo
rm o
f co
mm
unic
atio
n in
eve
ryda
yse
tting
s w
ill p
ay o
ff.
o U
se c
omm
unic
atio
n fo
rms
that
take
adv
anta
ge o
fch
ildre
n's
exis
ting
visi
on a
nd h
eari
ng.
NT
AC
9ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Figu
re 1
.
Mom
feed
ing
her
child
bre
akfa
st
Sen
der
Rec
eive
r
Res
pons
e:
Mes
sage
:
You
sm
iled
-yo
u w
ant m
ore!
Fee
dbac
kS
ende
r
http
://w
ww
.tr.w
ou.e
du/n
tac
10N
TA
C
Figu
re 2
.
Chi
ld p
oint
s
Mom
look
s
Sen
der
Rec
eive
r)
(initi
ator
)
Chi
ld s
mile
s
Mom
get
s ob
ject
Res
pond
s to
chi
ld's
mes
sage
)
You
wan
t drin
k!
NT
A C
11lit
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
4
Five
Cri
tical
Fea
-tu
res
of R
ecep
tive
and
Exp
ress
ive
Com
mun
icat
ion
Pare
nt T
ip
Faci
litat
e ph
ysic
alco
ntac
t by
expl
ain-
ing
to o
ther
s w
hyto
uch
is im
port
ant
for
a pe
rson
who
does
n't s
ee a
ndhe
ar.
Wha
t are
they
?
Five
cri
tical
fea
ture
s of
rec
eptiv
e an
d ex
pres
sive
com
mun
icat
ion
are:
for
ms,
fun
ctio
ns/in
tent
s, c
onte
nt,
part
ners
, and
the
phys
ical
env
iron
men
t. E
very
one'
sco
mm
unic
atio
n sy
stem
is m
ade
up o
f th
ese
five
fea
ture
s(M
cLea
n &
Sny
der-
McL
ean,
197
8).
Form
s. T
he w
ays
in w
hich
we
rece
ive
and
send
com
mun
icat
ion
are
the
"for
ms"
of
com
mun
icat
ion.
All
child
ren
star
t out
usi
ng c
oncr
ete
sim
ple
form
s of
com
mun
icat
ion
befo
re th
ey u
se s
peec
h, s
ign
lang
uage
,or
oth
er a
bstr
act (
sym
bolic
) fo
rms.
You
ng c
hild
ren
who
are
deaf
-blin
d m
ay n
eed
adap
tive
form
s of
rec
eptiv
eco
mm
unic
atio
n so
that
they
kno
w w
hat i
s ab
out t
oha
ppen
to th
em. N
onsy
mbo
lic f
orm
s of
com
mun
icat
ion
incl
ude
voca
lizat
ions
, bod
y m
ovem
ent,
use
of o
bjec
ts,
and
gest
ures
. Sym
bolic
for
ms
incl
ude
man
ual s
igns
,sp
eech
or
the
use
of s
ymbo
ls o
n el
ectr
onic
alte
rnat
ive
devi
ces
(as
an 8
-pla
te s
witc
h). M
ost t
ypic
al c
hild
ren
use
one
prim
ary
form
to c
omm
unic
ate
expr
essi
vely
and
rece
ptiv
ely
(spe
ech)
. Chi
ldre
n w
ho a
re d
eaf-
blin
d m
ayus
e on
e fo
rm f
or e
xpre
ssiv
e co
mm
unic
atio
n (g
estu
res,
body
mov
emen
t, et
c. )
and
a d
iffe
rent
for
m f
or r
ecep
tive
com
mun
icat
ion
(obj
ects
, pic
ture
s, e
tc.)
.
Func
tions
/inte
nts.
The
fun
ctio
n of
com
mun
icat
ion
refe
rs to
the
spea
ker's
"in
tent
" of
com
mun
icat
ion.
The
func
tion
expl
ains
the
reas
on f
or c
omm
unic
atio
n.C
hild
ren
typi
cally
lear
n to
exp
ress
sim
pler
(ba
sic)
func
tions
of
com
mun
icat
ion
befo
re th
ey u
se th
e m
ore
com
plex
fun
ctio
ns. S
ome
basi
c in
tent
s/fu
nctio
ns o
fco
mm
unic
atio
n m
ay in
clud
e pr
otes
ting,
gai
ning
atte
ntio
n, r
eque
stin
g so
met
hing
or
som
eone
,co
mm
entin
g, o
ffer
ing,
and
que
stio
ning
. Som
e m
ore
com
plex
fun
ctio
ns in
clud
e jo
king
, lyi
ng, a
ndpe
rsua
ding
.
Con
tent
. Eac
h fo
rm a
nd f
unct
ion
used
com
mun
icat
esso
met
hing
. The
"so
met
hing
" th
at is
com
mun
icat
edin
volv
es th
e pe
ople
, loc
atio
ns, a
ctio
ns, p
osse
ssio
ns,
and
feel
ings
that
are
in th
e ch
ild's
life
. Chi
ldre
n m
ust
expe
rien
ce d
iffe
rent
peo
ple,
obj
ects
, and
act
iviti
esbe
fore
they
will
be
able
to c
omm
unic
ate
abou
t the
m.
Part
ners
. Chi
ldre
n's
care
give
rs a
re th
eir
firs
t par
tner
sfo
r co
mm
unic
atio
n. A
ll pe
rson
s w
ho in
tera
ct w
ithch
ildre
n w
ho a
re d
eaf-
blin
d m
ust b
e ab
le to
unde
rsta
nd a
nd u
se th
e sa
me
form
s th
at th
e ch
ildre
nus
e. P
artn
ers
mus
t com
mun
icat
e fr
eque
ntly
with
the
child
in o
rder
to te
ach
him
or
her
the
man
y fo
rms
and
func
tions
of
com
mun
icat
ion.
Sib
lings
and
pee
rs a
real
so v
ery
impo
rtan
t com
mun
icat
ion
part
ners
.
Phys
ical
env
iron
men
t. T
he p
hysi
cal e
nvir
onm
ent
refe
rs to
the
loca
tion
whe
re a
com
mun
icat
ion
inte
ract
ion
take
s pl
ace.
Chi
ldre
n's
maj
oren
viro
nmen
ts a
re th
eir
hom
e, s
choo
l, an
dco
mm
unity
. With
in th
ese
envi
ronm
ents
, eac
h ch
ildha
s va
ryin
g en
viro
nmen
ts s
uch
as th
e fa
mily
roo
m,
the
kitc
hen,
the
play
grou
nd, a
nd th
e m
ovie
thea
ter.
It
is im
port
ant t
hat c
hild
ren
have
acc
ess
to m
any
envi
ronm
ents
in o
rder
to le
arn
wha
t to
com
mun
icat
eab
out w
ithin
env
iron
men
ts a
nd to
be
able
toge
nera
lize
acro
ss th
ose
envi
ronm
ents
. The
chi
ld's
hear
ing
and
visi
on n
eeds
sho
uld
alw
ays
be ta
ken
into
cons
ider
atio
n w
hen
com
mun
icat
ing
in d
iffe
rent
envi
ronm
ents
.
http
://w
ww
.tr.w
ou.e
du/n
tac
12N
TA
C
Impo
rtan
t poi
nts
to r
emem
ber:
It is
impo
rtan
t to
dete
rmin
e ho
w th
e in
divi
dual
chi
ldun
ders
tand
s an
d us
es th
e fi
ve c
ritic
al f
eatu
res
ofco
mm
unic
atio
n fo
r th
e fo
llow
ing
reas
ons:
O T
hey
shou
ld' a
ll be
use
d as
con
side
ratio
ns in
asse
ssm
ent.
o T
hey
shou
ld b
e co
nsid
ered
in I
EP
deve
lopm
ent.
o T
hey
shou
ld b
e us
ed in
pro
gram
pla
nnin
g an
dev
alua
tion.
o A
n as
sess
men
t of
a ch
ild's
nee
ds a
nd s
tren
gths
inso
cial
, cog
nitiv
e, m
otor
, and
sen
sory
dev
elop
men
tca
n be
use
d to
pla
n w
ays
for
the
child
toco
mm
unic
ate
mor
e ef
fect
ivel
y.
NT
AC
13ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
5
Form
s of
Com
mu-
nica
tion
Pare
nt T
ip
Thi
nk o
f w
ays
toex
plai
n yo
urch
ild's
com
mun
i-ca
tion
syst
em to
othe
rs. S
ugge
s-tio
ns in
clud
e: v
id-
eota
pes
or p
ictu
res
of y
our
child
dem
-on
stra
ting
sign
s he
uses
, hom
emad
eca
rds
with
key
wor
ds a
nd p
ic-
ture
s, a
com
mun
i-ca
tion
dict
iona
ry.
Wha
t are
they
?
The
"w
ay"
in w
hich
a p
erso
n co
mm
unic
ates
isco
nsid
ered
the
"for
m"
of c
omm
unic
atio
n. F
orm
s of
com
mun
icat
ion
can
be im
agin
ed o
n a
cont
inuu
m f
rom
very
bas
ic f
orm
s, s
uch
as c
ryin
g, s
mili
ng, e
tc.,
to m
ore
adva
nced
for
ms,
suc
h as
spe
ech
or s
ign
lang
uage
. For
ms
of c
omm
unic
atio
n ca
n be
pla
ced
into
cat
egor
ies
that
hel
pus
to u
nder
stan
d th
e de
velo
pmen
tal s
eque
nce
ofco
mm
unic
atio
n. W
e ca
n ca
tego
rize
for
ms
ofco
mm
unic
atio
n as
pre
-int
entio
nal o
r in
tent
iona
l and
as
pre-
sym
bolic
or
sym
bolic
.
Wha
t is
non-
inte
ntio
nal v
ersu
s in
tent
iona
lco
mm
unic
atio
n?
Non
-int
entio
nal c
omm
unic
atio
n is
beh
avio
rs th
at a
rein
terp
rete
d by
oth
ers
as b
eing
mea
ning
ful.
If a
bab
ym
akes
a n
oise
, it d
oes
not m
ean
that
she
inte
nded
toco
mm
unic
ate
som
ethi
ng. A
chi
ld b
egin
s to
lear
n ho
w to
com
mun
icat
e by
rea
lizin
g th
at h
is o
r he
r ac
tions
(cr
ying
,to
uchi
ng, s
mili
ng, e
tc.)
may
hav
e an
impa
ct o
n ot
her
peop
le. F
or e
xam
ple,
a c
hild
may
mov
e he
r ar
m a
ndun
inte
ntio
nally
touc
h he
r m
othe
r. I
n re
spon
se, t
hem
othe
r to
uche
s th
e ba
by a
nd p
icks
her
up.
Ove
r tim
e, th
eba
by w
ill le
arn
that
by
touc
hing
som
eone
she
will
get
are
spon
se.
Inte
ntio
nal c
omm
unic
atio
n ha
ppen
s w
hen
a ch
ild e
xpec
tsth
at u
sing
a c
erta
in f
orm
of
com
mun
icat
ion
will
bri
ngab
out a
res
pons
e. F
or e
xam
ple,
the
child
may
thro
w a
toy
with
the
inte
ntio
n of
get
ting
atte
ntio
n.
Wha
t is
pre-
sym
bolic
ver
sus
sym
bolic
com
mun
icat
ion?
Pre-
sym
bolic
com
mun
icat
ion
invo
lves
mor
e ba
sic
form
s of
com
mun
icat
ion
that
do
not r
ely
on s
ymbo
ls to
rep
rese
ntth
e co
mm
unic
ativ
e in
tent
. Chi
ldre
n in
this
sta
ge o
fco
mm
unic
atio
n re
ly o
n m
ovem
ent,
eye
gaze
, tou
chin
g,
poin
ting,
voc
aliz
ing,
and
ges
turi
ng to
con
vey
thei
rm
essa
ge, u
sual
ly w
ithin
an
imm
edia
te c
onte
xt.
Sym
bolic
com
mun
icat
ion
invo
lves
a m
ore
com
plex
syst
em o
f co
mm
unic
atio
n th
at r
elie
s on
sym
bols
toco
nvey
a m
essa
ge. F
orm
al la
ngua
ge is
con
side
red
sym
bolic
bec
ause
it is
use
d as
a c
ode
for
the
inte
nded
mes
sage
acc
ordi
ng to
a s
ocia
l cul
ture
. Sym
bolic
for
ms
allo
w c
omm
unic
atio
n ab
out p
eopl
e, p
lace
s, th
ings
,an
d ev
ents
that
are
not
con
cret
e or
in th
e pr
esen
t tim
e.T
hese
incl
ude
spee
ch, s
ign
lang
uage
, pri
nted
lang
uage
, and
hig
h-te
chno
logy
ass
istiv
e de
vice
s.
Why
are
they
impo
rtan
t?
It is
impo
rtan
t to
know
the
form
s of
com
mun
icat
ion
that
a c
hild
use
s in
ord
er to
enc
oura
ge in
tera
ctio
ns to
happ
en b
etw
een
the
child
and
oth
ers.
It i
s im
port
ant
to in
trod
uce
and
use
diff
eren
t for
ms
with
the
child
so
that
he
or s
he w
ill h
ave
mor
e op
port
uniti
es to
exp
and
com
mun
icat
ion.
NT
AC
14ht
tp: /
/ww
w.tr
.wou
.edu
/nta
c
Impo
rtan
t poi
nts
to r
emem
ber:
o T
here
is a
wid
e ra
nge
of f
orm
s fr
om s
impl
e to
com
plex
.
o T
here
are
mul
tiple
for
ms
avai
labl
e fo
r ch
ildre
n to
use.
Man
y ch
ildre
n w
ill u
se d
iffe
rent
for
ms
conc
urre
ntly
.
o B
e su
re to
car
eful
ly o
bser
ve th
e fo
rms
the
child
isus
ing.
Som
e fo
rms
can
be s
ubtle
and
eas
ilym
isse
d.
NT
AC
15ht
tp://
ww
w.tr
.wou
.edu
/nta
c
IFC
t She
et #
6
Func
tions
of
Com
mun
icat
ion
Pare
nt T
ip
Mod
el, m
odel
,m
odel
, goo
d co
m-
mun
icat
ion
atho
me
and
in th
eco
mm
unity
.
Wha
t are
they
?
The
fun
ctio
ns o
f co
mm
unic
atio
n ar
e th
e us
es, i
nten
ts o
rre
ason
s fo
r th
e co
mm
unic
atio
n ac
t. M
any
diff
eren
tfo
rms
can
be u
sed
to c
omm
unic
ate
one
func
tion.
For
exam
ple,
the
child
may
hav
e a
tant
rum
, ext
end
an o
bjec
t,or
sig
n a
wor
d to
reg
ulat
e an
othe
r pe
rson
's b
ehav
ior.
Func
tions
of
com
mun
icat
ion
can
rang
e fr
om th
e ve
rysi
mpl
e to
the
com
plex
(W
ethe
rby,
Rei
ch le
, & P
ierc
e,19
98).
Ear
ly d
evel
opin
g fu
nctio
ns:
s. P
rote
stin
g or
rej
ectin
g
s. C
allin
g or
acc
essi
ng o
ther
s
s. R
eque
stin
g m
ore
s. D
irec
ting
othe
rs o
r m
akin
g re
ques
ts
Lat
er d
evel
opin
g fu
nctio
ns:
s. G
reet
ing
s. O
ffer
ing
s. C
onfi
rmin
g
s. A
nsw
erin
g
s. N
amin
g or
labe
ling
s. Q
uest
ioni
ng
s. C
omm
entin
g or
rep
lyin
g
Mor
e co
mpl
ex f
unct
ions
:
s. J
okin
g
s. L
ying
s. P
ersu
adin
g
Why
are
they
impo
rtan
t?
Und
erst
andi
ng th
e fu
nctio
ns o
f co
mm
unic
atio
n is
impo
rtan
t bec
ause
they
are
the
reas
on o
r m
otiv
atio
nfo
r th
e co
mm
unic
atio
n ac
t to
occu
r. E
very
tim
e th
ech
ild c
omm
unic
ates
, som
e fu
nctio
n is
bei
ng u
sed.
Lis
tene
rs n
eed
to e
xam
ine
each
situ
atio
n by
list
enin
gto
voc
al in
tona
tions
and
rea
ding
fac
ial e
xpre
ssio
nsan
d ot
her
gest
ures
to u
nder
stan
d th
e re
ason
for
the
child
's c
omm
unic
atio
n. W
e m
ay b
e ab
le to
det
erm
ine
that
the
child
is p
rote
stin
g, b
ut w
e m
ay n
ot k
now
why
.W
e m
ay k
now
that
the
child
is a
ttem
ptin
g to
reg
ulat
eou
r be
havi
or b
ecau
se h
e or
she
wan
ts s
omet
hing
, but
we
may
not
kno
w w
hat i
t is.
Impo
rtan
t poi
nts
to r
emem
ber:
o T
each
the
func
tions
of
requ
estin
g an
dpr
otes
ting
for
man
y di
ffer
ent s
ituat
ions
bef
ore
teac
hing
a n
ew f
unct
ion.
Do
not o
verw
helm
the
child
.
o T
each
new
for
ms
for
an o
ld f
unct
ion:
If
a ch
ildm
oves
her
bod
y to
mak
e a
requ
est,
teac
h he
r to
touc
h to
mak
e a
requ
est.
o T
each
new
fun
ctio
ns f
or o
ld f
orm
s: I
f a
child
exte
nds
an o
bjec
t to
requ
est,
teac
h he
r to
ext
end
an o
bjec
t to
offe
r so
met
hing
to a
noth
er.
o R
equi
re th
e ch
ild to
com
mun
icat
e do
n't
sim
ply
give
the
child
obj
ects
. Eac
h ch
ild m
ust
have
a r
easo
n to
com
mun
icat
e.
http
://w
ww
.tr.w
ou.e
du/n
tac
16N
TA
C
NO
TE
S
NT
AC
17ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
7
Indi
vidu
aliz
edC
omm
unic
atio
n
Pare
nt T
ip
Rec
ogni
ze th
at o
urki
ds a
re k
ids
and
that
they
will
in-
tera
ct w
ith d
iffe
r-en
t fam
ily m
em-
bers
in d
iffe
rent
way
s. T
hey
will
do d
iffe
rent
thin
gsfo
r D
ad o
rG
rand
ma
than
they
will
do
for
Mom
.
Wha
t is
it?
A p
lan
for
teac
hing
a c
omm
unic
atio
n sy
stem
, lik
e ot
her
part
s of
an
Indi
vidu
al E
duca
tion
Plan
, sho
uld
bede
velo
ped
to ta
ke a
dvan
tage
of
a ch
ild's
str
engt
hs a
nd to
addr
ess
need
s ac
ross
man
y ar
eas
of d
evel
opm
ent.
Stre
ngth
in o
ne a
rea
of d
evel
opm
ent c
an "
faci
litat
e" th
eus
e of
som
e ea
rly
com
mun
icat
ion
syst
ems,
but
her
impa
irm
ent i
n an
othe
r ar
ea c
ould
pos
sibl
y "i
nhib
it" o
rhi
nder
the
use
of a
dif
fere
nt c
omm
unic
atio
n sy
stem
.T
here
fore
, dec
isio
ns m
ust b
e m
ade
to d
eter
min
e th
em
ost e
ffec
tive
"cur
rent
" co
mm
unic
atio
n sy
stem
(Cam
pbel
l, 19
95).
Are
as o
f de
velo
pmen
t tha
t nee
d to
be
cons
ider
ed w
hen
deve
lopi
ng a
com
mun
icat
ion
syst
em in
clud
e:
Cog
nitiv
e sk
ills.
Can
the
child
eas
ily f
ind
obje
cts
base
don
pre
viou
s ex
peri
ence
? D
oes
he o
r sh
e kn
ow th
edi
ffer
ent t
ypes
of
rela
tions
hips
of
obje
cts
and
how
obje
cts
wor
k? I
s th
e ch
ild a
ble
to u
se a
tool
to a
chie
ve a
nen
d, to
imita
te, o
r to
und
erst
and
"sam
e" v
ersu
s"d
iffe
rent
?"
Soci
al s
kills
. Doe
s th
e ch
ild r
espo
nd d
iffe
rent
ly to
diff
eren
t per
sons
, enj
oy in
tera
ctin
g w
ith p
eopl
e, a
nden
gage
in tu
rn-t
akin
g be
havi
ors?
Doe
s th
e ch
ild in
itiat
epl
ay a
nd c
omm
unic
atio
n?
Mot
or s
kills
. Is
the
child
am
bula
tory
? D
oes
he o
r sh
eha
ve th
e m
eans
to a
ppro
ach
anot
her
pers
on to
initi
ate
com
mun
icat
ion?
Can
the
child
use
fin
e m
otor
abi
litie
s to
give
obj
ects
, to
mak
e si
mpl
e ge
stur
es, a
nd to
mak
e m
ore
com
plex
ges
ture
s? D
oes
the
child
voc
aliz
e di
ffer
ent
soun
ds?
Doe
s th
e ch
ild h
ave
suff
icie
nt f
ine
mot
or s
kills
to b
e ab
le to
use
man
y di
ffer
ent s
igns
?
Vis
ion.
Doe
s th
e ch
ild h
ave
enou
gh v
isio
n to
use
itfu
nctio
nally
? C
an th
e ch
ild s
ee o
nly
at v
ery
clos
edi
stan
ces
or o
ther
per
sons
onl
y w
hen
they
are
sta
ndin
g
to th
e si
de?
Doe
s th
e ch
ild s
ee o
nly
very
larg
e ob
ject
sor
hav
e on
ly li
ght p
erce
ptio
n?
Hea
ring
. Doe
s th
e ch
ild b
enef
it fr
om a
mpl
ific
atio
nan
d w
ear
hear
ing
aids
? H
as th
e ch
ild h
ad a
coc
hlea
rim
plan
t? D
oes
the
child
use
exi
stin
g he
arin
g in
afu
nctio
nal w
ay?
Med
ical
. Doe
s th
e ch
ild h
ave
seiz
ures
or
take
med
icat
ion
that
inte
rfer
es w
ith a
lert
ness
? H
as th
ech
ild h
ad r
epea
ted
hosp
ital v
isits
and
/or
surg
erie
s?
Why
is it
impo
rtan
t?
It is
impo
rtan
t to
dete
rmin
e a
child
's a
reas
of
stre
ngth
and
to m
ake
sure
that
thes
e ar
e us
ed to
dev
elop
his
or
her
indi
vidu
al c
omm
unic
atio
n sy
stem
. The
educ
atio
nal t
eam
mus
t kno
w w
hat s
tren
gths
the
child
has
that
will
fac
ilita
te le
arni
ng a
spe
cifi
cco
mm
unic
atio
n sy
stem
. For
exa
mpl
e, o
ne c
hild
may
have
eno
ugh
visi
on to
see
sim
ple
gest
ures
, but
not
visu
al s
igns
. Ano
ther
chi
ld m
ay h
ave
no v
isio
n, b
utus
es h
er h
eari
ng b
ette
r th
an o
ne m
ight
exp
ect b
ased
on h
er h
eari
ng a
sses
smen
t res
ults
.
Ove
rall
deci
sion
s ba
sed
upon
the
child
's s
tren
gths
and
need
s w
ill in
dica
te if
:
1.th
e ch
ild's
pri
mar
y ne
ed is
to d
evel
op s
ocia
lin
tera
ctio
ns;
2.th
e ch
ild m
ight
be
able
to le
arn
spee
ch;
3.th
e ch
ild h
as th
e co
gniti
ve a
nd m
otor
pot
entia
lto
use
man
ual s
igns
;
4.th
e ch
ild d
oes
not h
ave
the
mot
or a
bilit
y to
use
sign
s bu
t has
the
cogn
itive
pot
entia
l to
use
ahi
gh-t
echn
olog
y as
sist
ive
devi
ce.
http
://w
ww
.tr.w
ou.e
du/n
tac
18N
TA
C
Add
ition
ally
, ada
ptiv
e eq
uipm
ent,
ampl
ific
atio
n, a
ndvi
sual
aid
s ha
ve th
e po
tent
ial t
o fa
cilit
ate
lear
ning
for
man
y ch
ildre
n. I
t is
impo
rtan
t tha
t dec
isio
ns a
bout
ach
ild's
com
mun
icat
ion
syst
em a
nd p
rogr
essi
on b
e m
ade
on a
n in
divi
dual
bas
is.
Impo
rtan
t poi
nts
to r
emem
ber:
o W
e m
ust u
se a
chi
ld's
str
engt
hs a
s w
ell a
s ne
eds
in p
lann
ing
an I
EP.
o T
he p
aren
ts n
eed
to b
e a
part
of
the
child
's te
amth
at d
eter
min
es f
acto
rs th
at f
acili
tate
or
inhi
bit
com
mun
icat
ion.
o M
otor
, cog
nitiv
e, a
nd s
ocia
l ski
lls a
re ju
st a
sim
port
ant a
s vi
sion
and
hea
ring
in le
arni
ng a
ndco
mm
unic
atio
n.
NT
AC
19ht
tp://
ww
w.tr
.wou
.edu
/n ta
c
Fact
She
et #
8
Gen
eral
Str
ateg
ies
for
Tea
chin
g C
om-
mun
icat
ion
Pare
nt T
ip
Beg
in s
mal
l, w
itha
circ
le o
f go
odco
mm
unic
ator
s,th
en b
ring
in m
ore
peop
le.
VV
hat a
re th
ey?
Stra
tegi
es a
re th
e w
ays
in w
hich
we
enco
urag
e,fa
cilit
ate,
and
dir
ectly
teac
h co
mm
unic
atio
n th
e ac
tual
proc
ess
of te
achi
ng. S
trat
egie
s ca
n be
div
ided
into
the
gene
ral,
whi
ch a
re th
e pr
imar
y w
ays
of te
achi
ngco
mm
unic
atio
n an
d la
ngua
ge to
all
child
ren
rega
rdle
ssof
thei
r ab
ilitie
s or
dis
abili
ties,
and
the
spec
ific
, whi
char
e us
ed to
dev
elop
an
appr
oach
for
an
indi
vidu
al c
hild
.Se
rvic
e pr
ovid
ers
shou
ld a
lso
use
spec
ific
str
ateg
ies
that
incl
ude
smal
l, se
quen
tial s
teps
for
teac
hing
an
indi
vidu
al c
hild
new
ski
lls o
r be
havi
ors.
Gen
eral
str
ateg
ies
incl
ude
the
follo
win
g:
1us
ing
soci
al in
tera
ctio
n w
ith o
ther
s as
a b
asis
of
teac
hing
and
lear
ning
;
2.te
achi
ng im
port
ant c
ogni
tive
skill
s al
ong
with
com
mun
icat
ion;
3.us
ing
rout
ines
and
fun
ctio
nal a
ctiv
ities
for
trai
ning
;
4.re
cogn
izin
g an
d us
ing
rece
ptiv
eco
mm
unic
atio
n/la
ngua
ge to
teac
h ex
pres
sive
com
mun
icat
ion/
lang
uage
;
5.in
divi
dual
izin
g te
achi
ng a
nd le
arni
ng f
or th
ech
ild/y
outh
;
6.in
crea
sing
the
child
's r
ate
of c
omm
unic
atio
n by
prov
idin
g m
ore
oppo
rtun
ities
for
com
mun
icat
ion
and
bein
g re
spon
sive
;
7.m
anip
ulat
ing
the
envi
ronm
ent.
Why
they
are
impo
rtan
t?
Soci
al. C
omm
unic
atio
n an
d la
ngua
ge h
ave
a st
rong
soci
al b
ase.
Thi
s m
eans
that
com
mun
icat
ion
is le
arne
dth
roug
h in
tera
ctio
ns w
ith o
ther
s. I
nitia
lly, a
n in
fant
lear
ns c
omm
unic
atio
n in
turn
-tak
ing
activ
ities
with
the
prim
ary
care
give
r. C
hild
ren
soon
lear
n to
eng
age
in s
ocia
l exc
hang
es w
ith o
ther
car
egiv
ers
and
sibl
ings
. The
se s
ocia
l int
erac
tions
are
par
t of
care
givi
ng r
outin
es a
nd f
unct
iona
l act
iviti
es in
the
hom
e an
d, p
ossi
bly,
day
-car
e fa
cilit
ies.
Chi
ldre
n w
hoar
e de
af-b
lind
mus
t als
o le
arn
to c
omm
unic
ate
thro
ugh
thes
e im
port
ant s
ocia
l int
erac
tions
. Ada
ptiv
est
rate
gies
for
this
gro
up m
ay in
clud
e m
ore
touc
h an
dm
ovem
ent i
nter
actio
ns a
nd m
ore
obje
cts
of r
efer
ence
.
Cog
nitiv
e. C
omm
unic
atio
n an
d la
ngua
ge a
lso
have
ast
rong
cog
nitiv
e ba
se. E
xam
ples
of
earl
y co
gniti
vesk
ills
are
caus
e-ef
fect
, mea
ns-e
nd, t
ool-
use,
imita
tion,
obje
ct p
erm
anen
cy, s
enso
ry a
war
enes
s, tr
acki
ng,
loca
lizat
ion,
and
dis
crim
inat
ion.
Lat
er c
ogni
tive
skill
s in
clud
e kn
owle
dge
of c
olor
s, s
izes
, cou
ntin
g,et
c. T
he le
arni
ng o
f la
ngua
ge is
dep
ende
nt u
pon
ach
ild's
use
of
imita
tion,
tool
-use
, and
rep
rese
ntat
ion.
The
kno
wle
dge
of o
bjec
ts a
nd p
eopl
e, h
ow p
eopl
e ac
ton
obj
ects
, and
how
obj
ects
wor
k to
geth
er a
reim
port
ant i
nfor
mat
ion
for
a ch
ild w
ho is
dev
elop
ing
lang
uage
ski
lls.
Rou
tines
and
act
iviti
es. C
areg
ivin
g ro
utin
es a
ndfu
nctio
nal a
ctiv
ities
are
pow
erfu
l opp
ortu
nitie
s fo
rte
achi
ng c
omm
unic
atio
n. T
he r
outin
e or
act
ivity
shou
ld b
e m
otiv
atin
g an
d fr
eque
ntly
occ
urri
ng.
http
://w
ww
.tr.w
ou.e
du/n
tac
20N
TA
C
Rec
eptiv
e/ex
pres
sive
com
mun
icat
ion
and
lang
uage
.B
ased
on
child
ren'
s he
arin
g, v
isio
n, a
nd m
otor
ski
lls,
thei
r re
cept
ive
com
mun
icat
ion
may
be
diff
eren
t fro
mth
eir
expr
essi
ve s
yste
m. F
or a
lmos
t all
child
ren
rece
ptiv
e co
mm
unic
atio
n an
d la
ngua
ge d
evel
opm
ent i
sm
ore
adva
nced
than
thei
r ex
pres
sive
sys
tem
s. C
hild
ren
shou
ld b
e ex
pose
d to
the
pote
ntia
l des
irab
le e
xpre
ssiv
esy
stem
long
bef
ore
they
are
exp
ecte
d to
lear
n an
d us
e it.
For
exam
ple,
if a
chi
ld h
as th
e vi
sion
and
mot
or a
bilit
y to
pote
ntia
lly u
se e
xpre
ssiv
e si
gns
at a
late
r da
te, h
e or
she
shou
ld s
ee s
igns
rep
etiti
vely
eve
ry d
ay. T
he c
hild
shou
ld d
emon
stra
te c
ompr
ehen
sion
of
the
mea
ning
of
som
e si
gns
befo
re b
eing
taug
ht to
use
thes
e si
gns
expr
essi
vely
.
Indi
vidu
aliz
atio
n. T
he c
hild
's d
evel
opm
ent i
n so
cial
,co
gniti
ve, m
otor
, vis
ion,
hea
ring
, and
med
ical
are
asne
eds
to b
e co
nsid
ered
. One
of
the
mos
t im
port
ant
stra
tegi
es is
mak
ing
sure
that
the
child
is a
dequ
atel
yas
sess
ed f
or v
isua
l aid
s, a
mpl
ific
atio
n/he
arin
g de
vice
s,as
sist
ive
tech
nolo
gy, a
nd a
ny o
ther
acc
omm
odat
ions
(Hue
bner
et a
l., 1
995)
. It i
s im
port
ant t
hat r
ecom
men
ded
devi
ces
be u
sed
and
care
d fo
r an
d th
at th
eef
fect
iven
ess/
none
ffec
tiven
ess
of th
e de
vice
be
asse
ssed
.
Rat
e of
com
mun
icat
ion.
The
mor
e fr
eque
ntly
that
child
ren
are
give
n op
port
uniti
es to
com
mun
icat
e at
any
leve
l, th
e m
ore
effe
ctiv
ely
they
will
be
able
toco
mm
unic
ate.
Chi
ldre
n w
hose
atte
mpt
sat
com
mun
icat
ion
are
resp
onde
d to
con
sist
ently
and
freq
uent
ly w
ill h
ave
a hi
gher
rat
e of
com
mun
icat
ion.
Man
ipul
ate
the
envi
ronm
ent.
Obj
ects
may
be
plac
edou
t of
reac
h or
beh
ind
a Pl
exig
las
obst
acle
so
the
child
has
a ne
ed to
com
mun
icat
e.
Impo
rtan
t poi
nts
to r
emem
ber:
o In
tera
ct w
ith y
our
child
fre
quen
tly e
ven
if it
seem
s th
at h
e or
she
wan
ts to
be
left
alo
ne.
Follo
w y
our
child
's le
ad. I
nter
act i
n cl
ose
prox
imity
. Let
you
r ch
ild k
now
whe
n yo
u ar
eth
ere
and
whe
n yo
u ar
e le
avin
g.
o W
ork
on im
itatio
n. A
ssis
t you
r ch
ild to
inte
ract
with
var
ious
obj
ects
. Sho
w h
im o
r he
r w
here
obje
cts
com
e fr
om, w
here
they
go,
how
they
can
be p
lace
d to
geth
er. H
elp
your
chi
ld u
nder
stan
dth
at h
e or
she
can
acc
ess
the
phys
ical
wor
ld in
diff
eren
t way
s th
roug
h to
ol u
se.
o W
hen
you
use
sign
s, g
estu
res,
or
pict
ures
, mak
esu
re th
at y
ou d
o no
t use
the
sign
s on
ly a
s"l
abel
s."
Mak
e su
re to
use
them
as
com
men
ts o
rre
ques
ts s
o th
at y
ou c
an s
ee if
the
child
unde
rsta
nds
them
. Wor
k on
the
child
'sco
mpr
ehen
sion
of
mos
t wor
ds b
efor
e yo
uex
pect
him
or
her
to im
itate
them
or
use
them
.
o If
you
r ch
ild h
as s
uffi
cien
t vis
ion,
mak
e su
reth
at y
ou w
ork
toge
ther
on
imita
tion.
Im
itatio
nis
a c
ritic
al c
ogni
tive
skill
for
teac
hing
man
yot
her
skill
s, in
clud
ing
com
mun
icat
ion
and
lang
uage
.
NT
AC
21ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
9
Usi
ng R
outin
esan
d Fu
nctio
nal
Act
iviti
es to
En-
hanc
e C
omm
uni-
catio
n Pare
nt T
ip
Lab
el it
ems
inyo
ur h
ome
envi
-ro
nmen
t with
you
rch
ild's
fav
ored
com
mun
icat
ion
(sig
n, s
ymbo
ls, o
rw
ords
) so
that
ev-
eryo
ne c
an u
se th
esa
me
lang
uage
.
Wha
t are
they
?
Car
egiv
ing
rout
ines
and
fun
ctio
nal a
ctiv
ities
suc
h as
bath
ing,
eat
ing,
and
soc
ializ
ing
are
even
ts th
at h
appe
nfr
eque
ntly
in o
ur li
ves.
The
re a
re m
any
oppo
rtun
ities
tote
ach
and
enha
nce
com
mun
icat
ion
with
in r
outin
es th
atha
ppen
eve
ryda
y in
the
hom
e an
d co
mm
unity
. Rou
tines
can
be d
aily
car
egiv
ing
activ
ities
(dr
essi
ng, e
atin
g, e
tc.)
,pl
ay in
tera
ctio
ns w
ith f
rien
ds a
nd f
amily
, or
com
mun
ityou
tings
.
VV
hy a
re th
ey im
port
ant?
Tea
chin
g co
mm
unic
atio
n w
ithin
rou
tines
and
func
tiona
l act
iviti
es is
impo
rtan
t bec
ause
it p
rovi
des
am
eani
ngfu
l and
rep
etiti
ve s
truc
ture
for
chi
ldre
n to
lear
nan
d pr
actic
e co
mm
unic
atio
n. R
outin
es a
nd a
ctiv
ities
give
chi
ldre
n an
d ad
ults
som
ethi
ng to
talk
abo
ut a
ndpr
ovid
e th
e ba
sis
for
deve
lopm
ent o
f co
ncep
ts s
uch
astim
e an
d se
quen
ce. T
hey
also
pro
vide
a c
hild
with
ase
nse
of c
ontr
ol o
ver
even
ts. T
he s
teps
of
a si
mpl
ero
utin
e or
dai
ly a
ctiv
ity c
an s
erve
to c
ue th
e ch
ild a
bout
the
next
ste
p in
the
activ
ity. C
hild
ren
can
focu
s m
ore
atte
ntio
n on
lear
ning
com
mun
icat
ion
with
in th
e co
ntex
t-o
f ro
utin
es th
at a
re p
redi
ctab
le a
nd s
afe
(Kle
in, C
hen,
&H
aney
, 200
0).
Tea
chin
g co
mm
unic
atio
n w
ithin
the
cont
ext o
f ro
utin
esen
hanc
es d
evel
opm
ent a
nd g
ener
aliz
atio
n. D
aily
rout
ines
and
fun
ctio
nal a
ctiv
ities
als
o pr
ovid
e an
age-
appr
opri
ate
teac
hing
env
iron
men
t tha
t can
prom
ote
inte
ract
ions
with
fam
ily, s
iblin
gs, a
nd p
eers
.
The
seq
uenc
e of
a r
outin
e
Car
egiv
ing
rout
ines
and
fun
ctio
nal a
ctiv
ities
typi
cally
have
a b
egin
ning
, a m
iddl
e, a
nd a
n en
d. I
t is
impo
rtan
tfo
r a
child
to k
now
whe
n an
act
ivity
is g
oing
to s
tart
and
whe
n it
will
be
fini
shed
. Thi
s co
ntri
bute
s to
the
deve
lopm
ent o
f co
ncep
ts o
f tim
e an
d se
quen
ce.
The
nat
ure
and
type
of
a ro
utin
e or
act
ivity
that
isch
osen
and
the
spec
ific
targ
ets
on th
e ch
ild's
IFSP
/IE
P w
ill d
eter
min
e w
hich
for
ms
and
func
tions
of r
ecep
tive/
exp
ress
ive
com
mun
icat
ion
will
be
used
with
in th
e ro
utin
e. O
ppor
tuni
ties
for
usin
g re
cept
ive
and
expr
essi
ve c
omm
unic
atio
n sh
ould
be
embe
dded
into
the
rout
ine
or a
ctiv
ity, a
nd o
ppor
tuni
ties
for
rein
forc
ing
mot
or, v
isio
n, h
eari
ng, a
nd c
ogni
tive
skill
s sh
ould
als
o be
bui
lt in
to th
e ro
utin
e.
o T
he b
egin
ning
of
a ro
utin
e or
act
ivity
sho
uld
clue
the
child
into
wha
t is
goin
g to
hap
pen
next
. The
re s
houl
d be
a c
onsi
sten
t for
m o
fco
mm
unic
atio
n (o
bjec
t cue
, pic
ture
, sig
n,sp
oken
wor
d or
a c
ombi
natio
n) th
at te
lls th
ech
ild w
hat a
ctiv
ity is
to f
ollo
w (
exam
ple:
an
obje
ct c
ue, s
ign,
wor
d, o
r pi
ctur
e th
atre
pres
ents
"it'
s tim
e to
eat
.")
Mak
e su
re th
atth
e ch
ild is
rea
dy f
or th
e ro
utin
e (g
lass
es a
reon
, hea
ring
aid
s in
, pos
ition
ing
is c
orre
ct, e
tc.)
so th
at o
ptim
al le
arni
ng c
an ta
ke p
lace
.
o T
he m
iddl
e in
clud
es a
ll of
the
step
s th
at h
appe
nas
par
t of
the
rout
ine
or a
ctiv
ity. D
urin
g th
eac
tivity
, the
sig
n, o
bjec
t, pi
ctur
e, o
r w
ord
chos
en s
houl
d be
rei
nfor
ced
so th
at th
e ch
ildco
nnec
ts th
e ac
tivity
to th
e co
mm
unic
atio
nat
tem
pt. T
he p
roce
ss s
houl
d be
sim
ple
and
cons
iste
nt. T
he c
hild
sho
uld
be e
ncou
rage
d to
part
icip
ate
in a
ll as
pect
s of
the
rout
ine.
Opp
ortu
nitie
s fo
r co
mm
unic
atio
ns s
houl
d be
prov
ided
.
o T
he e
nd o
f th
e ro
utin
e or
act
ivity
sho
uld
indi
cate
that
the
activ
ity is
fin
ishe
d fo
r no
w.
The
wor
d "f
inis
h" o
r a
fini
sh b
ox f
orob
ject
/pic
ture
cue
s m
ay b
e us
ed. T
rans
ition
sin
to n
ew r
outin
es m
ay s
erve
as
the
end
of th
eol
d ro
utin
e.
littp
://w
ww
.tr.w
ou.e
du/n
tac
22N
TA
C
Exa
mpl
es o
f ro
utin
es a
nd a
ctiv
ities
Rou
tines
:
N. E
atin
g/fe
edin
g
N. D
ress
ing/
und
ress
ing
N. S
ocia
l int
erac
tion
gam
es w
ith y
oung
chi
ldre
n
Toi
letin
g
Act
iviti
es:
N. G
oing
to th
e st
ore
N. G
oing
to th
e pa
rk
N. C
ooki
ng
N. V
isiti
ng a
fri
end
Impo
rtan
t poi
nts
to r
emem
ber:
o W
hen
deve
lopi
ng a
rou
tine,
cho
ose
a w
ord,
sign
, obj
ect c
ue, o
r pi
ctur
e th
at th
e ch
ild w
illea
sily
ass
ocia
te w
ith th
e ac
tivity
to in
trod
uce
and
repe
at d
urin
g th
e ac
tivity
.
o B
e co
nsis
tent
with
the
use
of s
igns
, pic
ture
s,an
d ob
ject
s.
o E
ncou
rage
the
child
to p
artic
ipat
e in
all
aspe
cts
of th
e ro
utin
e an
d us
e pa
rtia
l par
ticip
atio
nw
hen
appr
opri
ate.
o In
clud
e pe
ers
and
sibl
ings
in d
aily
rou
tines
.
o M
ake
the
rout
ine
sim
ple
so th
at th
e ch
ild d
oes
not g
et f
rust
rate
d.
o Pl
ace
mat
eria
ls a
nd c
omm
unic
atio
n sy
mbo
lsw
here
the
child
can
acc
ess
them
.
o A
llow
for
som
e fl
exib
ility
; it i
s im
port
ant t
hat
child
ren
lear
n to
dea
l with
cha
nge.
o C
hoos
e ro
utin
es th
at o
ther
chi
ldre
n of
the
sam
eag
e ar
e do
ing.
o Pr
ovid
e op
port
uniti
es f
or c
omm
unic
atio
n.
NT
AC
23ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
10
Add
ress
ing
Cha
l-le
ngin
g B
ehav
ior
Pare
nt T
ip
Ant
icip
ate
and
pay
atte
ntio
n to
pot
en-
tially
str
essf
ul s
it-ua
tions
.
Wha
t is
it?
Chi
ldre
n w
ho d
o no
t hav
e a
form
al w
ay to
let o
ther
skn
ow w
hat t
hey
wan
t oft
en u
se b
ehav
ior
as a
for
m o
fex
pres
sive
com
mun
icat
ion.
Cry
ing,
biti
ng, s
lapp
ing,
and
thro
win
g ob
ject
s ar
e co
nsid
ered
cha
lleng
ing
beha
vior
s. I
n so
me
case
s, th
ese
beha
vior
s m
ay b
e lin
ked
to th
e ch
ild's
dis
abili
ty o
r m
ay b
e m
edic
ally
bas
ed.
How
ever
, the
se b
ehav
iors
are
oft
en th
e on
ly w
ay th
ech
ild h
as to
let o
ther
s kn
ow th
at h
e or
she
is b
ored
,an
gry,
hun
gry,
or
in p
ain.
The
chi
ld m
ay c
onsi
der
thes
ebe
havi
ors
as a
ver
y ef
fect
ive
way
to c
omm
unic
ate.
Why
is it
impo
rtan
t?
It is
impo
rtan
t tha
t cha
lleng
ing
beha
vior
be
addr
esse
dbe
caus
e it
can
be b
oth
phys
ical
ly a
nd e
mot
iona
llyha
rmfu
l to
the
child
and
to th
e pe
ople
aro
und
the
child
.C
halle
ngin
g be
havi
or c
an a
lso
inte
rfer
e w
ith le
arni
ng,
soci
al in
tera
ctio
ns, a
nd th
e in
clus
ion
of a
chi
ld in
sch
ool
and
in th
e co
mm
unity
.
Posi
tive
beha
vior
sho
uld
be s
uppo
rted
in a
pla
n th
atre
spec
ts th
e di
gnity
and
sel
f-de
term
inat
ion
of th
e ch
ild.
Thi
s ki
nd o
f pl
an s
houl
d su
ppor
t the
chi
ld's
pos
itive
beha
vior
, whi
le ta
king
aw
ay th
e ne
ed f
or th
ech
alle
ngin
g be
havi
or.
Find
out
why
.
Mos
t cha
lleng
ing
beha
vior
s se
rve
a fu
nctio
n fo
r th
ech
ild. T
he g
oal f
or a
ddre
ssin
g ch
alle
ngin
g be
havi
ors
isno
t jus
t to
elim
inat
e th
e be
havi
or, b
ut to
dis
cove
r th
efu
nctio
n th
at th
e be
havi
or s
erve
s. T
he c
hild
may
gai
nat
tent
ion,
get
foo
d, o
r be
rel
ieve
d fr
om a
n un
plea
sant
task
as
a re
sult
of s
crea
min
g, h
ittin
g, o
r th
row
ing
obje
cts.
The
goa
l is
to te
ach
a m
ore
posi
tive
beha
vior
that
serv
es th
e sa
me
func
tion.
(See
Fun
ctio
ns o
f C
omm
unic
atio
n on
Fac
t She
et #
6.)
Som
e re
ason
s w
hy a
chi
ld m
ay e
xhib
it ch
alle
ngin
gbe
havi
or in
clud
e:
o av
oidi
ng a
task
;
o ga
inin
g at
tent
ion;
o re
ques
ting
som
ethi
ng;
o es
capi
ng f
rom
an
activ
ity/p
erso
n/si
tuat
ion;
o re
ceiv
ing
sens
ory
stim
ulat
ion;
o or
a c
ombi
natio
n of
thes
e re
ason
s.
Prep
are
a fu
nctio
nal a
sses
smen
t
A f
unct
iona
l ass
essm
ent (
O'N
eill
et a
l., 1
990)
is a
met
hod
of c
olle
ctin
g an
d an
alyz
ing
info
rmat
ion.
Afu
nctio
nal a
sses
smen
t can
hel
p to
det
erm
ine
the
poss
ible
rea
sons
for
the
occu
rren
ce o
f pa
rtic
ular
beha
vior
s. T
he c
hild
's e
duca
tiona
l tea
m a
nd th
efa
mily
sho
uld
wor
k to
geth
er to
gat
her
the
info
rmat
ion
and
impl
emen
t the
pla
n.
Follo
win
g ar
e th
e ba
sic
step
s in
the
func
tiona
las
sess
men
t:
1.D
escr
ibe
the
chal
leng
ing
beha
vior
.
2.Id
entif
y w
hen
and
whe
re th
e be
havi
or o
ccur
sm
ost f
requ
ently
.
3.Id
entif
y w
hat h
appe
ns im
med
iate
ly b
efor
e an
daf
ter
the
beha
vior
occ
urs.
4.D
eter
min
e th
e po
ssib
le b
enef
its th
e be
havi
or h
asfo
r th
e ch
ild.
http
://w
ww
.tr.w
ou.e
du/n
tac
24N
TA
C
Des
ign
a co
mm
unic
atio
n pl
an
Onc
e yo
u ha
ve s
ome
idea
s ab
out w
hat t
he c
hild
is tr
ying
to c
omm
unic
ate
thro
ugh
his
or h
er b
ehav
ior,
it is
tim
e to
teac
h a
mor
e ap
prop
riat
e be
havi
or th
at w
ill s
erve
the
sam
e pu
rpos
e. K
eep
in m
ind
that
the
"phy
sica
lco
mpl
exity
of
the
new
com
mun
icat
ion
mus
t be
sim
ilar
toth
e ch
alle
ngin
g be
havi
or"
(Car
r &
Dur
and,
198
5). F
orex
ampl
e, a
sig
n fo
r "h
elp"
may
be
mor
e di
ffic
ult t
han
hitti
ng o
nese
lf. H
ittin
g a
switc
h fo
r "h
elp"
wou
ld b
eab
out t
he s
ame
diff
icul
ty. A
lso,
res
pons
iven
ess
to th
ene
w b
ehav
ior
mus
t be
mor
e im
med
iate
and
str
onge
rth
an f
or th
e ch
alle
ngin
g be
havi
or. T
he k
ey to
suc
cess
isth
at a
ll co
mm
unic
atio
n pa
rtne
rs c
onsi
sten
tly r
espo
nd to
the
new
for
ms
of c
omm
unic
atio
n an
d no
t to
the
old.
Follo
win
g ar
e ba
sic
stra
tegi
es to
impl
emen
t aco
mm
unic
atio
n pl
an:
1.D
escr
ibe
the
child
's p
refe
renc
es a
ndco
mm
unic
atio
n st
yle.
2.Id
entif
y an
d ch
ange
thin
gs in
the
envi
ronm
ent t
hat
may
be
adve
rsel
y af
fect
ing
the
child
's b
ehav
ior.
Try
to s
et u
p th
e en
viro
nmen
t for
suc
cess
.
3.D
ecid
e on
a f
orm
of
com
mun
icat
ion
that
the
child
can
use
to r
epla
ce th
e be
havi
or (
pict
ure
card
,po
intin
g, s
ign,
a s
witc
h th
at s
ays
"com
e he
repl
ease
").
4.In
trod
uce
this
new
for
m o
f co
mm
unic
atio
n to
the
child
, and
dem
onst
rate
that
it w
ill s
erve
the
sam
efu
nctio
n as
the
beha
vior
by
resp
ondi
ngim
med
iate
ly.
5. W
ork
toge
ther
with
the
team
of
educ
ator
s an
dfa
mily
mem
bers
to k
eep
the
plan
con
sist
ent a
cros
sen
viro
nmen
ts. M
ake
chan
ges
whe
n ne
cess
ary.
Impo
rtan
t poi
nts
to r
emem
ber:
o ID
EA
req
uire
s a
func
tiona
l ass
essm
ent f
orst
uden
ts w
ith s
igni
fica
nt b
ehav
ior
prob
lem
s.
o A
chi
ld's
beh
avio
r m
ay in
dica
te th
at th
e ta
sk h
eor
she
is w
orki
ng o
n is
fin
ishe
d, b
orin
g, o
r no
tfu
nctio
nal.
o R
outin
es th
roug
hout
the
day
can
be s
et u
p so
that
a n
onpr
efer
red
activ
ity c
an b
e fo
llow
ed b
ya
favo
rite
act
ivity
. Onc
e th
e ch
ild b
egin
s to
unde
rsta
nd th
e se
quen
ce o
f ro
utin
es, h
e or
she
is m
ore
likel
y to
tole
rate
an
activ
ity th
at is
disl
iked
, bec
ause
he
or s
he u
nder
stan
ds th
at it
does
hav
e an
end
and
a p
refe
rred
act
ivity
will
follo
w.
NT
AC
25ht
tp://
ww
w.tr
.wou
.edu
/nta
c
F ct
She
et #
11
T\.°
.
Inte
ntio
nal
Beh
avio
r
Pare
nt T
ip
Incr
ease
opp
ortu
-ni
ties
for
part
ial
part
icip
atio
n.Pa
rtia
l par
ticip
a-tio
n is
the
child
carr
ying
out
som
epa
rt o
f th
e ac
tivity
- as
wip
ing
thei
rm
outh
, thr
owin
gob
ject
s aw
ay.
Wha
t is
it?
Inte
ntio
nal b
ehav
ior
is a
det
erm
inat
ion
to a
ct in
a c
erta
inw
ay in
ord
er to
get
an
outc
ome.
It i
s "c
ause
and
eff
ect"
beha
vior
, and
it is
pur
pose
ful.
An
infa
nt le
arns
bas
icca
use
and
effe
ct b
ehav
iors
bet
wee
n 3
and
4 m
onth
s of
age.
The
chi
ld's
use
of
inte
ntio
nal b
ehav
ior
is a
big
deve
lopm
enta
l ste
p. T
he c
hild
mus
t lea
rn th
at h
e or
she
can
affe
ct th
e ph
ysic
al a
nd s
ocia
l wor
ld. A
chi
ld w
illlik
ely
not l
earn
com
mun
icat
ion
if h
e or
she
doe
sn't
perc
eive
that
mov
emen
t can
hav
e a
dire
ct c
ause
on
anob
ject
. In
orde
r fo
r in
tent
iona
l beh
avio
r to
occ
ur, t
hech
ild m
ust u
nder
stan
d th
at a
beh
avio
r ca
n be
use
d to
act
upon
an
obje
ct. N
ext,
he o
r sh
e m
ust w
ant t
o m
ake
som
ethi
ng h
appe
n. S
ome
mov
emen
t or
visu
al o
rau
dito
ry d
ispl
ay m
ust b
e in
tere
stin
g or
mot
ivat
ing.
Sinc
e a
child
with
sev
ere
visi
on a
nd h
eari
ng lo
ss is
not
ofte
n m
otiv
ated
by
soun
ds o
r vi
sual
dis
play
s, m
any
natu
ral o
bjec
ts w
ill n
ot s
erve
as
mot
ivat
ors.
Hen
ce, t
here
is n
o re
ason
for
the
child
to tr
y to
hav
e an
eff
ect.
A c
hild
who
is d
eaf-
blin
d m
ay b
e m
otiv
ated
by
vibr
atio
n, b
righ
tlig
hts
(if
ther
e ar
e no
sei
zure
s), o
r a
loud
noi
se. T
hink
abou
t wha
t may
be
mot
ivat
ing
for
the
child
if h
e or
she
does
not
sho
w c
ause
-eff
ect o
r in
tent
iona
l beh
avio
r. I
f he
or s
he s
how
s in
tent
iona
l beh
avio
r, th
at s
kill
can
be u
sed
in m
any
diff
eren
t way
s to
teac
h ne
w s
kills
.
Why
is it
impo
rtan
t?
If a
chi
ld w
ho is
dea
f-bl
ind
does
not
lear
n ca
use
and
effe
ct, h
e or
she
may
beg
in to
dem
onst
rate
"le
arne
dhe
lple
ssne
ss."
Lea
rned
hel
ples
snes
s oc
curs
whe
npe
ople
fee
l a'S
thou
gh th
ey h
ave
no c
ontr
ol o
ver
anyt
hing
and
they
sto
p tr
ying
to d
o an
ythi
ng f
or th
emse
lves
.
Typ
ical
infa
nts
lear
n ca
use
and
effe
ct in
man
y di
ffer
ent
way
s. F
or e
xam
ple,
a b
aby
acci
dent
ally
kic
ks h
er m
obile
and
it m
oves
. At f
irst
she
doe
s no
t und
erst
and
that
she
caus
ed it
to m
ove
and
mak
e a
soun
d. A
fter
she
acci
dent
ally
kic
ks o
r hi
ts it
a n
umbe
r of
tim
es, s
hebe
gins
to f
igur
e ou
t tha
t she
is th
e ca
use.
Aft
er th
at s
hew
ill in
tent
iona
lly k
ick
or h
it th
e m
obile
and
will
antic
ipat
e th
e m
ovem
ent.
Onc
e th
e in
fant
lear
ns th
atsh
e ca
n ca
use
thin
gs to
hap
pen,
she
will
beg
in to
act
on
diff
eren
t typ
es o
f to
ys a
nd o
bjec
ts. L
earn
ing
inte
ntio
nal b
ehav
ior
or c
ause
and
eff
ect i
s a
grad
ual
proc
ess.
For
a ch
ild w
ho is
dea
f-bl
ind,
lear
ning
cau
se a
ndef
fect
or
inte
ntio
nal b
ehav
ior
is n
ot e
asy
beca
use
the
child
can
not s
ee o
r he
ar th
e ef
fect
that
is c
ause
d. A
lso,
a ch
ild w
ith a
sev
ere
mot
or d
isab
ility
may
not
be
able
to e
asily
mak
e so
met
hing
hap
pen.
For
bot
h of
thes
ety
pes
of c
hild
ren,
ada
ptiv
e to
ys a
nd/o
r sw
itche
s m
ayne
ed to
be
intr
oduc
ed in
to th
eir
envi
ronm
ent.
The
plac
emen
t of
a ch
ild w
ithin
his
or
her
envi
ronm
ent
may
be
very
impo
rtan
t. A
lso,
the
plac
emen
t of
the
mot
ivat
or a
nd/o
r th
e sw
itchi
ng d
evic
e is
als
o an
impo
rtan
t con
side
ratio
n.
No
skill
sho
uld
ever
be
taug
ht in
a v
acuu
m. A
ll ne
wle
arni
ng s
houl
d be
bas
ed o
n so
met
hing
the
child
alre
ady
know
s. F
or e
xam
ple,
if th
e ch
ild u
nder
stan
dsca
use
and
effe
ct th
en th
is b
ehav
ior
can
be e
xpan
ded
tote
ach:
o ea
rly
com
mun
icat
ion
(cal
ling
switc
h, 2
-3 c
hoic
ede
vice
);
o le
isur
e ac
tiviti
es (
turn
ing
on a
rad
io);
o en
viro
nmen
tal c
ontr
ol (
turn
ing
a lig
ht o
n an
dof
f);
o ap
prop
riat
e m
otor
con
trol
(ho
ldin
g he
ad u
p to
hear
mus
ic);
http
://w
ww
.tr.w
ou.e
du/n
tac
26N
TA
C
o da
ily li
fe s
kills
(tu
rnin
g on
a m
icro
wav
e to
coo
k);
o vo
catio
nal s
kills
(tu
rnin
g on
a tr
ash
com
pact
or f
orre
cycl
ing)
.
A to
uch
plat
e on
a s
witc
h de
vice
can
be
mad
e to
vib
rate
in o
rder
to d
irec
tly r
einf
orce
cau
se a
nd e
ffec
t. L
ater
,ot
her
devi
ces
can
be u
sed
to r
einf
orce
mor
e in
dire
ctty
pes
of c
ause
and
eff
ect.
Tod
ay, m
any
inex
pens
ive
adap
tive
toys
, dev
ices
, and
sw
itchi
ng le
vers
can
be
mad
e or
pur
chas
ed.
Impo
rtan
t poi
nts
to r
emem
ber:
o D
o no
t phy
sica
lly a
ssis
t the
chi
ld to
hit
the
switc
hor
you
may
be
teac
hing
that
he
or s
he c
anno
tca
use
anyt
hing
to h
appe
n w
ithou
t an
adul
t.
o Pa
rent
s, te
ll se
rvic
e pr
ovid
ers
wha
t mot
ivat
esyo
ur c
hild
so
that
this
is a
maj
or c
onsi
dera
tion.
For
exam
ple,
if y
our
child
res
pond
s to
loud
jazz
or lo
ves
air
cond
ition
ing
in th
e su
mm
er, s
hare
this
info
rmat
ion.
o Pu
t the
sw
itchi
ng d
evic
e in
a p
lace
whe
re th
ech
ild c
an a
ccid
enta
lly h
it th
e sw
itch
if h
e or
she
isno
t mot
ivat
ed to
hit
it in
tent
iona
lly.
NT
AC
27ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
12
Rec
eptiv
e C
onte
x-tu
al C
ues
Pare
nt T
ip
Try
to b
e aw
are
ofna
tura
l opp
ortu
ni-
ties
to le
arn
and
topr
ovid
e in
form
a-tio
n an
d tr
aini
ng.
Wha
t are
they
?
All
child
ren
begi
n to
sho
w a
war
enes
s an
d at
tent
ion
tope
ople
, act
iviti
es, a
nd p
lace
s ba
sed
on a
com
bina
tion
ofau
dito
ry c
ues,
vis
ual c
ues,
mov
emen
t cue
s, a
nd s
mel
lan
d ta
ste
cues
at a
ver
y yo
ung
age.
We
are
calli
ng th
ese
cont
extu
al o
r en
viro
nmen
tal "
cues
."
Con
text
ual o
r en
viro
nmen
tal,
cues
may
not
alw
ays
beus
ed in
tent
iona
lly b
y a
pare
nt o
r se
rvic
e pr
ovid
er w
ith a
child
who
is d
eaf-
blin
d. H
owev
er, t
hese
cue
s ar
e a
natu
ral p
art o
f ea
rly
care
givi
ng r
outin
es th
at h
appe
nfr
eque
ntly
thro
ugho
ut th
e da
y, s
uch
as f
eedi
ng o
rch
angi
ng.
At s
ome
poin
t the
chi
ld m
ay b
egin
to d
emon
stra
te th
athe
or
she
antic
ipat
es th
e ac
tivity
or
the
next
ste
p in
the
activ
ity. A
chi
ld w
ho b
egin
s to
sho
w a
ntic
ipat
ion
isde
mon
stra
ting
an e
arly
cog
nitiv
e sk
ill. A
n ol
der
child
may
res
pond
to th
e sc
hool
bel
l as
a cu
e to
cha
nge
clas
ses.
Exa
mpl
es o
f ho
w c
areg
iver
s ca
n in
corp
orat
e cu
es in
toac
tiviti
es:
Feed
ing.
Giv
e th
e ch
ild a
bite
of
food
. Aft
er ta
stin
g an
dsm
ellin
g th
e fo
od, t
he c
hild
ope
ns h
er m
outh
to in
dica
teth
at s
he a
ntic
ipat
es a
noth
er b
ite.
Cha
ngin
g. M
ove
the
child
to th
e ch
angi
ng ta
ble,
and
he
begi
ns th
e m
ovem
ent o
f "b
otto
m-u
p."
Bat
hing
. Run
the
wat
er in
the
bath
tub.
The
chi
ld h
ears
and
smile
s in
ant
icip
atio
n of
get
ting
a ba
th.
Goi
ng f
or a
rid
e. P
lace
the
child
in h
is c
ar s
eat a
nd s
tart
the
car's
eng
ine.
The
chi
ld s
how
s ex
cite
men
t abo
utgo
ing
som
ewhe
re.
Hea
ring
the
law
n m
ower
. Dad
sta
rts
up th
e la
wn
mow
er, a
nd a
n ol
der
child
hea
rs it
. He
then
goe
s ou
tsid
eto
wor
k w
ith D
ad.
Why
are
they
impo
rtan
t?
The
con
text
ual o
r en
viro
nmen
tal c
ues
give
n by
care
give
rs a
re im
port
ant f
or s
ever
al r
easo
ns. F
irst
,th
ey a
llow
the
child
to b
egin
to u
se r
esid
ual v
isio
n or
hear
ing
with
in th
e co
ntex
t of
the
activ
ities
and
rout
ines
. Sec
ond,
as
the
cues
beg
in to
hav
e m
eani
ng,
they
giv
e th
e ch
ild o
ppor
tuni
ties
to d
emon
stra
tesk
ills
such
as
awar
enes
s, a
ttent
ion,
and
ant
icip
atio
n.T
hese
cue
s se
rve
as in
dica
tors
that
som
ethi
ng "
good
"or
"no
t goo
d" is
abo
ut to
hap
pen.
Thi
rd, c
areg
iver
sca
n be
gin
to r
ead
the
child
's a
ntic
ipat
ory
beha
vior
s as
"she
like
s th
is, s
he d
oesn
't lik
e th
at."
The
chi
ld's
reac
tion
begi
ns to
be
perc
eive
d as
inte
ntio
nal
com
mun
icat
ion.
Per
sons
inte
ract
ing
with
the
child
who
is d
eaf-
blin
d sh
ould
del
iver
con
text
ual c
ues
very
inte
ntio
nally
and
wai
t for
a r
espo
nse
from
the
child
. If
the
child
doe
s no
t hav
e tim
e to
pro
cess
the
info
rmat
ion,
then
he
or s
he w
ill n
ot h
ave
time
to s
how
antic
ipat
ion.
Onc
e a
child
lear
ns to
ant
icip
ate
activ
ities
, he
or s
he w
ill h
ave
a ba
sis
to b
egin
to le
arn
othe
r sk
ills.
Impo
rtan
t poi
nts
to r
emem
ber:
o C
hild
ren
need
to h
ave
a re
ason
to u
se w
hate
ver
hear
ing
and
visi
on th
ey h
ave.
o T
he c
hild
's e
arly
res
pons
es to
con
text
ual c
ues
prov
ided
by
care
give
rs m
ay b
e th
e fi
rst
indi
cato
rs th
at th
e ch
ild m
ay h
ave
mor
efu
nctio
nal v
isio
n an
d he
arin
g th
an w
asin
dica
ted
on a
sta
ndar
d as
sess
men
t.
littp
://w
ww
.tr.w
ou.e
du/n
tac
28N
TA
C
NO
TE
S
NT
AC
29ht
tp: /
/ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
13
CA
,8`
.3
Rec
eptiv
e T
ouch
Cue
s Pare
nt T
ip
Aft
er m
odel
ing
com
mun
icat
ion
with
one
's c
hild
,su
gges
t "yo
u tr
y"an
d st
ep b
ack
and
give
oth
ers
the
op-
port
unity
. It's
not
abou
t com
mun
i-ca
ting
perf
ectly
but a
bout
mak
ing
oppo
rtun
ities
avai
labl
e.
Wha
t are
they
?
Tou
ch (
or ta
ctua
l) c
ues
are
firm
touc
hes
on th
e ch
ild's
body
that
beg
in to
hav
e m
eani
ng. P
aren
ts u
sual
lypr
ovid
e so
me
natu
ral t
ouch
cue
s an
d do
n't e
ven
real
ize
it. T
ouch
cue
s fo
r "u
p" o
r "I
am
goi
ng to
cha
nge
you"
are
exam
ples
of
thes
e. I
f so
me
child
ren
have
lim
ited
tact
ual
sens
itivi
ty, m
ovem
ent c
ues
may
rep
lace
the
touc
h cu
es.
The
par
ent w
ould
mov
e th
e ch
ild's
arm
s up
to m
ean
"Iam
pic
king
you
up.
" It
is im
port
ant t
hat a
n oc
cupa
tiona
lth
erap
ist p
rovi
de in
put i
nto
if a
nd h
ow "
touc
h/ ta
ctua
l"cu
es s
houl
d be
use
d.
Tou
ch c
ues
are
espe
cial
ly im
port
ant i
f th
e ch
ild is
dea
f or
cann
ot f
unct
iona
lly u
se h
is o
r he
r he
arin
g. O
ne o
f th
em
ost i
mpo
rtan
t ear
ly to
uch
cues
to te
ach
is th
e ch
ild's
nam
e. T
ouch
cue
s w
ould
be
taug
ht p
rior
to ta
ctua
lge
stur
es o
r si
gnin
g.
The
chi
ld w
ill, h
opef
ully
, beg
in to
hav
e a
pass
ive
awar
enes
s of
the
cues
as
they
are
pai
red
with
spe
cifi
cac
tiviti
es e
ach
time
they
are
use
d. T
hen
he o
r sh
e w
illbe
gin
to a
ttend
to th
e to
uch
cues
by
indi
catin
g a
mor
eac
tive
awar
enes
s. L
ater
the
child
will
sho
w a
ntic
ipat
ion
to th
e to
uch
cues
. For
exa
mpl
e, th
e ch
ild w
ill e
vent
ually
dem
onst
rate
und
erst
andi
ng o
f th
e cu
e "u
p" b
y lif
ting
her
arm
s or
sta
ndin
g up
.
Som
e ex
ampl
es o
f to
uch
cues
for
you
nger
chi
ldre
nan
d ol
der
child
ren
mig
ht in
clud
e:
You
nger
Chi
ldre
nO
lder
Chi
ldre
n
NU
pN
sSt
and
Up
s.D
own
Ns
Out
of
chai
r
Cha
nge
Ns
Giv
e m
e
Bat
hN
sN
o
s.M
ore
Ns
Wai
t
Ns
Giv
e m
eN
>St
op
N,
No
Wai
t
Ns -
Yes
Goo
d
N,
Fini
shed
Ns
Loo
k fo
r
Why
are
they
impo
rtan
t?
Tou
ch c
ues
are
impo
rtan
t for
a n
umbe
r of
rea
sons
.Fi
rst,
touc
h cu
es (
as w
ell a
s ot
her
cues
) le
t the
chi
ldkn
ow th
at s
omeo
ne is
ther
e to
inte
ract
with
him
or
her.
Thu
s, th
ey c
an d
ecre
ase
star
tling
res
pons
es.
Seco
nd, t
he to
uch
cues
pro
vide
info
rmat
ion
abou
tw
hat i
s ab
out t
o ha
ppen
or
whe
re th
e ch
ild is
goi
ng.
Thi
rd, t
he to
uch
cues
let t
he c
hild
kno
w th
at a
nop
port
unity
is a
vaila
ble
for
him
or
her
to u
seex
pres
sive
com
mun
icat
ion.
Mor
e sp
ecif
ical
ly, t
ouch
cues
, as
wel
l as
othe
r re
cept
ive
cues
, may
be
used
toin
dica
te th
e fo
llow
ing
func
tions
:
1.G
ettin
g th
e ch
ild's
atte
ntio
n;
2.L
ettin
g th
e ch
ild k
now
who
is g
oing
toco
mm
unic
ate
with
him
or
her;
3.L
ettin
g th
e ch
ild k
now
wha
t act
ion
is a
bout
toha
ppen
;
http
://w
ww
.tr.w
ou.e
du/n
tac
30N
TA
C
4.L
ettin
g th
e ch
ild k
now
whe
re h
e or
she
is g
oing
;
5.L
ettin
g th
e ch
ild k
now
that
he
or s
he is
"fi
nish
ed"
with
an
activ
ity;
6.A
skin
g a
ques
tion.
Initi
ally
onl
y a
few
touc
h cu
es s
houl
d be
pre
sent
ed.
Whe
n th
e ch
ild s
how
s an
ticip
atio
n an
d/or
com
preh
ensi
on o
f a
few
cue
s, m
ore
cues
can
be
adde
d.T
he in
itial
cue
s sh
ould
be
at d
iffe
rent
pla
ces
on th
ech
ild's
bod
y so
that
the
child
is n
ot c
onfu
sed
by tw
o cu
esbe
ing
mad
e on
her
arm
. The
touc
h cu
es (
and
othe
rre
cept
ive
cues
) m
ust b
e us
ed f
requ
ently
and
dir
ectly
pair
ed w
ith a
n ac
tivity
or
rout
ine.
Add
ition
ally
, tou
chcu
es m
ay b
e pa
ired
with
obj
ect c
ues
or, l
ater
, with
gest
ure
cues
if th
is a
ssis
ts th
e ch
ild to
lear
n.
Impo
rtan
t poi
nts
to r
emem
ber:
o C
onsi
sten
cy. E
very
one
shou
ld u
se th
e sa
me
touc
hcu
e ex
cept
for
thei
r ow
n na
me.
CA
)o
Rep
etiti
on. T
he s
ame
touc
h cu
es s
houl
d be
use
dfr
eque
ntly
eac
h da
y.
o W
ait t
ime.
Mak
e su
re th
at y
ou o
bser
ve th
e ch
ildan
d w
ait f
or a
res
pons
e of
som
e ty
pe.
o R
outin
es. T
he to
uch
cues
sho
uld
be u
sed
with
incr
itica
l rou
tines
and
act
iviti
es.
NT
AC
31ht
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c
Fact
She
et #
14
Rec
eptiv
e O
bjec
tC
ues Pa
rent
Tip
Invi
te k
ids
from
the
neig
hbor
hood
who
are
nea
r yo
urch
ild's
age
into
your
hom
e! M
ake
your
hom
e w
el-
com
e an
d fu
n fo
rot
hers
. Tea
chne
ighb
orho
od c
hil-
dren
the
best
way
to in
tera
ct w
ithyo
ur c
hild
.
Wha
t are
they
?
Obj
ect c
ues
are
real
obj
ects
, ass
ocia
ted
obje
cts,
or
min
iatu
re o
bjec
ts. T
hese
obj
ects
are
inte
ntio
nally
giv
ento
a c
hild
to h
old
in o
rder
to p
rovi
de in
form
atio
n or
"inp
ut"
to th
e ch
ild. T
hese
obj
ects
are
pai
red
with
ape
rson
, a r
outin
e or
act
iviti
es s
o th
ey s
tand
for
or
"lab
el"
the
activ
ity (
Van
Dijk
, 198
6). A
spo
on m
ay m
ean
that
the
child
will
eat
soo
n. O
bjec
ts th
at a
re g
iven
to a
chi
ld to
use
or p
lay
with
are
not
obj
ect c
ues.
An
obje
ct c
ue s
houl
dcl
earl
y co
mm
unic
ate
the
"int
entio
n" o
f th
eco
mm
unic
atio
n pa
rtne
r to
"an
noun
ce, l
abel
, pro
vide
info
rmat
ion,
or
give
a d
irec
tive.
" In
oth
er w
ords
they
anno
unce
the
purp
ose
for
the
com
mun
icat
ion
inte
ract
ion
from
the
part
ner.
Com
mun
icat
ion
part
ners
may
use
an
obje
ct o
r pe
rson
alite
m to
iden
tify
them
selv
es, s
uch
as a
rin
g, e
arri
ngs,
bear
d, w
atch
, etc
. The
y sh
ould
sel
ect a
n ob
ject
that
isw
ith th
em a
t all
times
to "
repr
esen
t" th
eir
nam
e. T
hey
shou
ld v
erba
lly a
nnou
nce
them
selv
es a
s th
ey h
ave
the
child
touc
h th
eir
indi
vidu
aliz
ed o
bjec
t cue
.
Obj
ect c
ues
may
be
used
for
bot
h yo
unge
r an
d ol
der
child
ren.
Sam
ples
incl
ude:
For
youn
ger
child
ren:
N, S
poon
for
eat
;
N. "
Wet
One
s" f
or c
hang
ing;
N, W
ashc
loth
for
bat
h;
s. K
eys
for
ride
in c
ar;
Bub
ble
wan
d fo
r bu
bble
s;
N. P
ut o
bjec
t in
an e
mpt
y co
ntai
ner
for
"fin
ishe
d;"
N, P
iece
of
carp
et f
or "
Dow
n on
flo
or;"
N P
iece
of
chai
n fo
r "s
win
g."
For
olde
r ch
ildre
n:
Nam
e cu
e;
s. C
erea
l box
for
bre
akfa
st;
Nt L
unch
tick
et f
or lu
nch
in s
choo
l;
Spoo
n fo
r ea
ting;
s. B
ackp
ack
for
scho
ol o
r ho
me;
s. K
ey f
or r
ide
in c
ar;
Box
for
"fi
nish
ed;"
Tim
ecar
d fo
r w
ork;
Wri
st h
olde
r fo
r "G
oing
sho
ppin
g;"
N, S
wea
tban
d or
whi
stle
for
"G
oing
to g
ym;"
A m
ouse
or
grip
for
libr
ary
or c
ompu
ter
room
;
s. O
bjec
ts to
rep
rese
nt a
seq
uenc
e of
som
e or
all
daily
act
iviti
es a
s a
timet
able
or
cale
ndar
syst
em.
Why
are
they
impo
rtan
t?
Man
y of
us
do n
ot h
ave
grea
t mem
orie
s. C
hild
ren
with
dis
abili
ties
may
not
rem
embe
r a
sign
ten
min
utes
late
r. T
he o
bjec
t cue
s ar
e st
atio
nary
and
ser
ve a
s a
rem
inde
r of
whe
re th
e ch
ild is
goi
ng o
r w
hat i
sex
pect
ed. F
or a
chi
ld w
ho h
as v
ery
little
or
nofu
nctio
nal v
isio
n an
d he
arin
g, th
e ob
ject
cue
s m
ayse
rve
as th
e in
itial
con
cret
e di
rect
ive.
The
cue
s m
ayfi
rst b
e us
ed, a
s a
rece
ptiv
e fo
rm o
f co
mm
unic
atio
n (a
)"Y
ou a
re g
oing
to g
ym n
ow,"
(b)
"G
o to
gym
." L
ater
,th
ey m
ay b
e us
ed a
s an
exp
ress
ive
form
(c)
"W
here
do
you
wan
t to
go?"
http
://w
ww
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ou.e
du/n
tac
32N
TA
C
Min
iatu
re o
bjec
ts s
houl
d no
t be
used
for
chi
ldre
n w
hose
visi
on is
min
imal
. Con
cret
e ob
ject
s th
at a
re a
cri
tical
par
tof
an
activ
ity m
ay b
e us
ed f
or c
hild
ren
who
hav
e se
vere
brai
n da
mag
e.
Onc
e a
child
sho
ws
that
he
or s
he u
nder
stan
ds tw
o an
dm
ore
obje
ct c
ues,
one
may
beg
in to
use
the
cues
to s
how
the
sequ
ence
of
activ
ities
thro
ugho
ut th
e da
y in
a ti
me
man
agem
ent s
yste
m.
Impo
rtan
t poi
nts
to r
emem
ber:
o Fa
mili
es s
houl
d de
term
ine
wha
t obj
ect c
ues
are
the
mos
t im
port
ant f
or th
eir
fam
ily a
ctiv
ities
.
o In
itial
ly tr
y to
use
the
sam
e or
sim
ilar
obje
ct c
ues
acro
ss s
choo
l and
hom
e.
o D
on't
use
your
act
ual c
ar k
eys
as c
ues,
as
child
ren
have
lost
thes
e. M
ake
up a
noth
er s
et.
NT
AC
33ht
tp://
ww
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.wou
.edu
/nta
c
Fact
She
et #
15
Cad C)
Rec
eptiv
eG
estu
res
Pare
nt T
ip
At f
amily
mea
ls,
give
oth
ers
an o
p-po
rtun
ity to
com
-m
unic
ate
with
your
chi
ld w
ho is
deaf
-blin
d. L
eave
the
room
, and
talk
to y
our
fam
ilyab
out w
hat h
ap-
pens
whe
n yo
u do
.
Wha
t are
they
?
Rec
eptiv
e ge
stur
es a
re m
ovem
ents
that
exp
ress
are
ques
t, a
com
man
d, o
r gi
ve in
form
atio
n. T
he c
hild
rece
ives
them
as
"inp
ut."
Ges
ture
s m
ay r
ange
fro
m th
esi
mpl
e to
the
mor
e co
mpl
ex. A
chi
ld w
ill u
sual
ly r
ecei
vea
gest
ure
in th
e vi
sual
mod
e. H
owev
er, a
chi
ld w
ith li
ttle
or n
o vi
sion
can
lear
n to
und
erst
and
a ge
stur
e th
at is
pres
ente
d in
the
tact
ual m
ode.
The
re a
re d
iffe
rent
type
sof
sim
ple
gest
ures
suc
h as
poi
ntin
g, th
at r
efer
to p
eopl
e,ob
ject
s, a
nd p
lace
s in
gen
eral
. The
re a
re a
lso
gest
ures
that
ref
er to
a v
ery
spec
ific
act
ion,
suc
h as
"by
e."
Faci
alge
stur
es m
ay a
lso
be u
sed
to in
tent
iona
lly c
omm
unic
ate
a m
essa
ge. P
aren
ts a
nd s
ervi
ce p
rovi
ders
may
use
gest
ures
with
spe
ech
for
child
ren
who
hav
e re
sidu
alhe
arin
g.
Sim
ple
gest
ures
. Sim
ple
gest
ures
are
way
s or
for
ms
inw
hich
you
ng c
hild
ren
may
und
erst
and
com
mun
icat
ion
befo
re th
ey u
nder
stan
d w
ords
. Chi
ldre
n co
ntin
ue to
use
gest
ures
as
they
lear
n th
eir
firs
t wor
ds. I
n fa
ct, t
he u
se o
fge
stur
es m
ay a
ctua
lly h
elp
the
child
lear
n th
eir
firs
tsi
gns
or w
ords
. Adu
lts c
ontin
ue to
use
man
y ge
stur
esw
ith th
eir
lang
uage
. Sim
ple
gest
ures
can
be
unde
rsto
odby
mos
t cul
ture
s. T
here
fore
, sim
ple
gest
ures
are
not
sym
bols
;th
eyar
eno
nsym
bolic
form
sof
com
mun
icat
ion.
Sim
ple
gest
ures
may
be
used
in e
ither
rece
ptiv
e or
exp
ress
ive
form
s an
d m
ay ta
ke o
n m
any
diff
eren
t fun
ctio
ns o
r in
tent
s. F
or e
xam
ple,
ges
ture
s ca
nbe
use
d to
dir
ect,
to g
ive
info
rmat
ion,
to p
rais
e, to
prot
est/r
ejec
t, an
d to
get
som
eone
's a
ttent
ion.
Exa
mpl
es o
f si
mpl
e ge
stur
es in
clud
e:
o ex
tend
han
d to
exp
ress
"gi
ve m
e"
o of
feri
ng e
xten
ded
obje
cts
o m
ine
o fi
nish
ed
o up
o w
ant
o no
o by
e (b
ye-b
ye)
o ye
s
o co
me
here
o si
t
o ea
t
o dr
ink
Com
plex
ges
ture
s. I
f a
child
can
und
erst
and
mor
eco
mpl
ex g
estu
res,
he
or s
he m
ay a
lso
be a
ble
toun
ders
tand
som
e ic
onic
sig
ns. T
hese
are
mor
eab
stra
ct th
an s
impl
e ge
stur
es. T
hey
beco
me
mor
esy
mbo
lic in
for
m a
s th
ey b
ecom
e m
ore
abst
ract
and
thei
r m
eani
ng b
ecom
es h
arde
r to
judg
e. S
ome
com
plex
ges
ture
s m
ay b
e sp
ecif
ic to
a c
ultu
re a
nd m
ayac
tual
ly b
e sy
mbo
lic.
Exa
mpl
es o
f co
mpl
ex g
estu
res
incl
ude:
o pu
sh la
wn
mow
er
o do
n't k
now
o ha
mm
er
o tu
rn th
e sc
rew
o co
okin
g
o lo
ok f
or it
o st
op
o w
ater
the
law
n
o obu
s
littp
://w
ww
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ou.e
du/n
tac
34N
TA
C
Why
are
they
impo
rtan
t?
The
use
of
visu
al o
r ta
ctua
l ges
ture
s as
a p
art o
f th
ech
ild's
pro
gres
sive
com
mun
icat
ion
syst
em is
impo
rtan
tbe
caus
e ge
stur
es c
an b
e un
ders
tood
by
anyo
ne a
nd c
anbe
use
d to
ref
er to
man
y di
ffer
ent p
eopl
e, p
lace
s, o
bjec
ts,
and
actio
ns. F
or ty
pica
l inf
ants
who
are
lear
ning
lang
uage
, ges
ture
s pl
ay a
n im
port
ant p
art i
n th
eir
rece
ptiv
e an
d ex
pres
sive
lang
uage
dev
elop
men
t.
Just
as
with
oth
er r
ecep
tive
com
mun
icat
ion
mod
es, t
hech
ild s
houl
d be
giv
en a
n op
port
unity
to r
espo
nd, t
hus,
show
ing
that
he
or s
he u
nder
stan
ds th
e m
eani
ng o
f"g
ive
me,
" "b
ye,"
"sh
ow m
e."
A c
hild
beg
ins
to le
arn
the
mea
ning
of
gest
ures
as
part
of
a ro
utin
e or
act
ivity
. One
of th
e fi
rst g
estu
res
that
a ty
pica
l inf
ant u
nder
stan
ds is
"up.
" In
itial
ly, g
estu
res
shou
ld r
efer
to a
n ob
ject
or
anac
tivity
that
is m
otiv
atin
g to
the
child
.
A c
hild
can
lear
n to
pai
r ge
stur
es f
or m
ore
com
plex
mea
ning
. For
exa
mpl
e, p
oint
ing
and
shak
ing
the
head
no m
ay m
ean,
"I
don'
t wan
t to
go th
ere!
" A
chi
ld w
illus
ually
pai
r a
wor
d w
ith a
ges
ture
as
he o
r sh
e le
arns
how
dif
fere
nt w
ords
go
toge
ther
in a
phr
ase.
Impo
rtan
t poi
nts
to r
emem
ber:
o A
chi
ld s
houl
d ha
ve e
xper
ienc
e un
ders
tand
ing
rece
ptiv
e ge
stur
es p
rior
to s
igns
.
o E
very
one
shou
ld u
se g
estu
res
to h
elp
child
ren
toun
ders
tand
.
o Pa
rent
s sh
ould
hel
p de
term
ine
the
impo
rtan
tge
stur
es to
be
used
in th
e ho
me
and
fam
ilyac
tiviti
es.
NT
AC
35ht
tp://
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.edu
/nta
c
Fact
She
et #
16
Use
of
Tou
ch a
sE
xpre
ssiv
e C
orn-
mun
icat
ion
Pare
nt T
ip
Giv
e ot
hers
an
op-
port
unity
to v
ol-
unte
er to
do
thin
gsw
ith y
our
child
.
Wha
t is
it?
Tou
chin
g ot
her
peop
le o
r ob
ject
s is
a f
orm
of
expr
essi
veco
mm
unic
atio
n. I
t is
an e
xam
ple
of a
non
sym
bolic
for
mof
com
mun
icat
ion.
Usu
ally
any
chi
ld c
an to
uch
in s
ome
way
. Rea
chin
g ou
t to
touc
h pe
ople
sho
ws
that
the
child
is o
rien
ting
tow
ard
peop
le. T
hus,
touc
hing
may
be
am
ore
inte
ntio
nal f
orm
of
com
mun
icat
ion
than
voca
lizin
g or
usi
ng b
ody
mov
emen
ts. T
here
are
anu
mbe
r of
beh
avio
rs th
at c
an b
e in
clud
ed u
nder
this
form
:
o to
uchi
ng o
r ta
ppin
g pe
ople
;
o to
uchi
ng a
n ob
ject
whi
le lo
okin
g at
or
orie
ntin
gto
war
d a
pers
on;
o m
anip
ulat
ing
an o
bjec
t, su
ch a
s ba
ngin
g a
cup
for
"dri
nk;"
o m
anip
ulat
ing
a pe
rson
's h
and;
o to
uchi
ng a
per
son
and
an o
bjec
t.
The
use
of
touc
h to
com
mun
icat
e ex
pres
sive
ly is
stil
l one
of th
e ea
rlie
r ph
ases
of
com
mun
icat
ion
deve
lopm
ent.
Ach
ild le
arns
that
he
or s
he m
ust a
ct m
ore
dire
ctly
on
peop
le.
Why
is it
impo
rtan
t?
In o
rder
to s
how
inte
ntio
nal c
omm
unic
atio
n, th
e ch
ildm
ust o
rien
t to
the
liste
ner
in s
ome
way
. Thi
s or
ient
atio
nm
ay in
clud
e ey
e ga
ze, t
urni
ng to
war
ds, a
nd to
uchi
ng.
For
a ch
ild w
ho h
as n
o vi
sion
, the
for
m o
f to
uch
is v
ery
impo
rtan
t, an
d it
is a
lso
impo
rtan
t as
a fo
rm o
f hu
man
bond
ing,
thus
str
engt
heni
ng th
e co
ncep
t tha
tco
mm
unic
atio
n oc
curs
bet
wee
n tw
o pe
ople
.
For
child
ren
who
mov
e th
eir
bodi
es o
r vo
caliz
e to
com
mun
icat
e, te
ache
rs a
nd p
aren
ts c
an "
up-t
he-a
nte"
and
show
them
that
they
nee
d to
touc
h th
e lis
tene
r.
Hen
ce, t
he c
hild
lear
ns th
at h
e or
she
mus
t do
som
ethi
ng m
ore
to g
et w
hat h
e or
she
wan
ts. C
hild
ren
who
do
not h
ave
the
mot
or c
apac
ity to
touc
h w
ithth
eir
hand
s, m
ay tu
rn th
eir
head
s sl
ight
ly to
touc
h th
ede
sire
d ob
ject
or
the
adul
t's h
and,
whi
ch is
hel
dbe
side
thei
r fa
ce.
Impo
rtan
t poi
nts
to r
emem
ber:
o In
itial
ly, t
he a
dult
can
plac
e hi
s or
her
han
dcl
ose
to th
e ch
ild's
so
that
the
child
can
"acc
iden
tally
" to
uch
the
adul
t. If
pos
sibl
e, tr
yno
t to
take
the
child
's h
and
to p
hysi
cally
ass
ist
them
to to
uch,
as
this
is s
omew
hat i
ntru
sive
.
o A
chi
ld c
an to
uch
to c
omm
unic
ate
a nu
mbe
r of
diff
eren
t fun
ctio
ns o
r in
tent
s. F
or e
xam
ple,
ach
ild m
ay p
ush
away
to in
dica
te r
ejec
tion
orpr
otes
t. A
chi
ld m
ay ta
p D
ad to
indi
cate
, "H
ey,
look
her
e."
Tou
chin
g th
e sp
oon
may
mea
n th
atth
e ch
ild w
ants
ano
ther
bite
.
o T
ouch
ing
a pe
rson
and
then
an
obje
ct, o
rto
uchi
ng a
n ob
ject
and
then
a p
erso
n, is
mor
edi
ffic
ult t
han
touc
hing
just
a p
erso
n or
just
an
obje
ct.
O T
he u
se o
f to
uch
as a
n ex
pres
sive
for
m o
fco
mm
unic
atio
n w
ill b
e m
ore
impo
rtan
t for
thos
e ch
ildre
n w
ho h
ave
limite
d m
otor
and
/or
cogn
itive
abi
lity
beca
use
they
may
nee
d to
use
touc
h ra
ther
than
sig
n la
ngua
ge.
http
://w
ww
.tr.w
ou.e
du/n
tac
36N
TA
C
NO
Ts
NT
AC
37lit
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
17
Exp
ress
ive
Ges
ture
s
Pare
nt T
ip
Tel
l peo
ple
wha
tyo
ur c
hild
's g
es-
ture
s (b
ody
lan-
guag
e) m
ean
soth
ey c
an lo
ok f
oran
d un
ders
tand
your
chi
ld's
re-
spon
ses.
VV
hat a
re th
ey?
Exp
ress
ive
gest
ures
are
the
inte
ntio
nal u
se o
f m
otio
ns o
fth
e lim
bs o
r bo
dy a
s a
mea
ns to
con
vey
a re
ques
t or
emph
asiz
ing
a ve
rbal
sta
tem
ent o
r ar
gum
ent.
Dif
fere
ntcu
lture
s m
ay u
se d
iffe
rent
ges
ture
s. E
xpre
ssiv
e ge
stur
esar
e no
nsym
bolic
com
mun
icat
ion
form
s th
at a
reim
port
ant f
or m
any
cultu
res.
The
y co
mm
unic
ate
shar
edm
eani
ng b
etw
een
a sp
eake
r an
d a
liste
ner.
Ges
ture
s ar
ehi
gher
for
ms
of c
omm
unic
atio
n th
an v
ocal
izat
ions
,si
mpl
e bo
dy m
ovem
ents
, or
touc
hing
.
The
re a
re a
num
ber
of d
iffe
rent
type
s of
ges
ture
s. S
ome
may
be
gene
ric
and
used
to e
xpre
ss a
larg
e nu
mbe
r of
mes
sage
s. G
ener
ic g
estu
res
incl
ude
exte
ndin
g ob
ject
s,sh
akin
g th
e he
ad "
no,"
poi
ntin
g, n
oddi
ng th
e he
ad"y
es."
Oth
er g
estu
res
may
be
repr
esen
tatio
nal o
f a
spec
ific
obj
ect o
r an
act
ion
of a
n ob
ject
, suc
h as
"pou
ring
." B
oth
type
s of
ges
ture
s m
ay r
ange
fro
msi
mpl
e to
mor
e co
mpl
ex. F
ollo
win
g ar
e ex
ampl
es o
fge
stur
es th
at c
hild
ren
may
be
taug
ht p
rior
to u
sing
man
ual s
igns
or
spee
ch:
Gen
eric
Rep
rese
ntat
iona
l
N.
exte
ndin
g ob
ject
N.
poin
ting
N. w
avin
g "b
ye"
tish
akin
g he
ad n
o
N.
nodd
ing
head
yes
N.
eat
N.
drin
k
or "
hi"
N.
open
N. v
acuu
m
N.
type
pain
t
N.
take
the
Ban
d-A
id o
ff
N.
kiss
me
com
e
N.
min
e
N.
exte
ndin
g ha
nd
Why
are
they
impo
rtan
t?
Ges
ture
s ar
e an
impo
rtan
t par
t of
com
mun
icat
ion
deve
lopm
ent f
or a
ll ch
ildre
n. A
ll ch
ildre
n w
ill u
seso
me
gest
ures
bef
ore
they
lear
n to
talk
or
to s
ign.
You
ng c
hild
ren
use
two
very
impo
rtan
t ges
ture
sbe
fore
they
use
thei
r fi
rst w
ords
. The
se g
estu
res
are
(a)
exte
ndin
g ob
ject
s to
req
uest
and
(b)
poi
ntin
g to
dire
ct o
ther
s or
to s
hare
join
t atte
ntio
n. P
eopl
eco
ntin
ue to
use
ges
ture
s ev
en w
hen
talk
ing
or u
sing
sign
s. W
e ca
nnot
go
to th
e st
ore
and
purc
hase
an
item
with
out u
sing
ges
ture
s. W
e ex
tend
our
mon
ey o
rcr
edit
card
to th
e cl
erk
and
we
hold
out
our
han
d fo
rth
e ch
ange
and
then
for
our
pur
chas
e. T
hus,
peo
ple
use
gest
ural
for
ms
of c
omm
unic
atio
n to
exp
ress
vari
ous
func
tions
of
com
mun
icat
ion.
If a
chi
ld w
ho is
dea
f-bl
ind
is b
eing
con
side
red
as a
cand
idat
e fo
r m
anua
l sig
ning
as
a sy
mbo
lic f
orm
of
com
mun
icat
ion,
then
ges
ture
s sh
ould
be
taug
ht.
Man
y ic
onic
sig
ns a
re a
ctua
lly g
estu
res
sinc
e th
eyre
pres
ent a
n ob
ject
or
the
func
tion
of a
n ob
ject
.G
estu
res
shou
ld n
ot b
e by
-pas
sed
as th
e ch
ild le
arns
spee
ch o
r m
anua
l sig
ns. T
he c
hild
will
hav
e a
need
toco
ntin
ue to
use
new
ges
ture
s ev
en a
s he
or
she
lear
nssp
eech
or
sign
lang
uage
. Of
cour
se, t
he c
hild
will
hav
eto
hav
e a
cert
ain
leve
l of
mot
or a
bilit
y in
ord
er to
use
gest
ures
as
form
s of
exp
ress
ive
com
mun
icat
ion.
http
://w
ww
.tr.w
ou.e
du/n
tac
38N
TA
C
Impo
rtan
t poi
nts
to r
emem
ber:
o T
each
sim
ple,
gen
eric
ges
ture
s be
fore
repr
esen
tatio
nal g
estu
res
are
taug
ht. A
s th
e ch
ildle
arns
a s
ymbo
lic f
orm
of
com
mun
icat
ion,
the
child
's u
se o
f ge
stur
es s
houl
d in
crea
se, n
otde
crea
se.
o A
sym
bolic
com
mun
icat
ion
syst
em s
houl
d no
tre
plac
e ge
stur
es. R
athe
r, g
estu
res
shou
ld a
ddin
form
atio
n to
the
sym
bolic
mes
sage
.
o G
estu
res
can
be u
sed
whe
n a
child
doe
sn't
have
asp
ecif
ic w
ord
or s
ign
to r
efer
to a
per
son,
pla
ce,
actio
n, o
r ob
ject
eve
n if
he
or s
he is
usi
ng a
sym
bolic
com
mun
icat
ion
syst
em.
NT
AC
39lit
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
18
tr,
Pict
ures
Pare
nt T
ip
Cre
ate
a si
gn o
rco
mm
unic
atio
ndi
ctio
nary
of
the
wor
ds a
nd c
on-
cept
s yo
ur c
hild
uses
.
VV
hat a
re th
ey?
Pict
ures
can
be
used
as
a pr
imar
y fo
rm o
f re
cept
ive
and
expr
essi
ve c
omm
unic
atio
n fo
r ch
ildre
n w
ho d
o no
t use
sign
lang
uage
or
spee
ch. T
hey
can
also
be
pair
ed w
ithsi
gn a
nd s
peec
h to
incr
ease
und
erst
andi
ng b
y ch
ildre
nw
ho h
ave
som
e re
sidu
al v
isio
n. I
f a
child
's c
orre
cted
visi
on is
20/
200,
pic
ture
s or
line
dra
win
gs m
ay n
ot b
e an
optio
n. C
hild
ren
who
are
blin
d ca
n al
so u
se p
ictu
res
mad
e of
rai
sed
mat
eria
l, bu
t the
se c
an b
e di
ffic
ult t
oid
entif
y an
d ar
e m
ore
abst
ract
.
The
re a
re m
any
diff
eren
t kin
ds o
f pi
ctur
es th
at a
re u
sed
for
com
mun
icat
ion.
The
for
m th
at is
bes
t for
the
child
will
dep
end
on s
ever
al f
acto
rs in
clud
ing
visu
al a
cuity
,ab
ility
to d
iscr
imin
ate,
and
sen
sitiv
ity to
gla
re a
nd c
olor
.Fo
llow
ing
are
som
e ex
ampl
es:
Phot
ogra
phs
are
ofte
n th
e ea
sies
t for
chi
ldre
n to
unde
rsta
nd b
ecau
se th
ey c
lose
ly r
eplic
ate
the
obje
ct o
rac
tivity
. Res
earc
h sh
ows
that
cut
ting
away
the
fore
grou
nd o
f th
e pi
ctur
e fr
om th
e ba
ckgr
ound
mak
es it
easi
er f
or a
chi
ld to
dis
crim
inat
e th
e ob
ject
or
activ
ity in
the
phot
o. P
hoto
s sh
ould
hav
e co
lor
cont
rast
, and
ther
esh
ould
be
only
one
per
son
or o
bjec
t in
the
phot
o. T
hose
with
a m
atte
fin
ish
are
pref
erab
le.
Col
ored
dra
win
gs a
re s
imila
r to
illu
stra
tions
in a
chi
ld's
book
. Rea
l-lif
e co
lors
sho
uld
be u
sed
in c
ontr
ast w
ithba
ckgr
ound
line
s dr
awn
in b
lack
. The
y sh
ould
be
kept
sim
ple
with
onl
y on
e ob
ject
or
pers
on in
the
draw
ing.
Lin
e dr
awin
gs a
re s
impl
e pi
ctur
es o
r sy
mbo
ls th
at a
redr
awn
with
thic
k, b
lack
line
s on
a w
hite
or
light
col
ored
back
grou
nd. T
hey
can
be c
olor
cod
ed to
rep
rese
ntno
uns,
ver
bs, a
nd o
ther
par
ts o
f sp
eech
. Lin
e dr
awin
gsar
e m
ore
abst
ract
than
pho
tos
or c
olor
ed d
raw
ings
;ho
wev
er, s
ome
child
ren
with
vis
ion
impa
irm
ents
hav
em
ore
succ
ess
with
thes
e dr
awin
gs b
ecau
se th
e de
tail
iscl
eare
r an
d th
ere
is le
ss c
lutte
r.
Why
are
they
impo
rtan
t?
Pict
ure
com
mun
icat
ion
is m
ore
abst
ract
or
sym
bolic
than
obj
ect c
omm
unic
atio
n. P
ictu
res
are
a m
ore
port
able
for
m o
f co
mm
unic
atio
n th
an o
bjec
ts b
ecau
seth
ey c
an b
e us
ed w
ithin
a c
omm
unic
atio
n bo
ard
orbo
ok a
nd b
e ca
rrie
d w
ith th
e ch
ild.
Mov
ing
from
obj
ects
to p
ictu
res
Som
e ch
ildre
n w
ho h
ave
visi
on m
ay s
tart
out
usi
ngob
ject
s fo
r co
mm
unic
atio
n be
caus
e th
ey a
re m
ore
conc
rete
and
eas
ier
to u
nder
stan
d th
an p
ictu
res.
Eve
ntua
lly, a
chi
ld m
ay b
e re
ady
to m
ove
to a
pic
ture
com
mun
icat
ion
syst
em, w
hich
is m
ore
abst
ract
. As
with
oth
er f
orm
s of
com
mun
icat
ion,
we
shou
ldin
itial
ly in
trod
uce
pict
ures
that
ref
er to
obj
ects
,pe
rson
s, a
ctio
ns, o
r ev
ents
that
rep
rese
nt th
ings
in th
ehe
re a
nd n
ow. I
t is
also
adv
isab
le to
sta
rt w
ith p
ictu
res
that
rep
rese
nt th
ings
that
are
mot
ivat
ing
to th
e ch
ildan
d w
ith w
hich
the
child
inte
ract
s fr
eque
ntly
thro
ugho
ut th
e da
y.
As
a ch
ild m
oves
fro
m o
bjec
t to
pict
ure
com
mun
icat
ion,
it is
bes
t to
pair
the
two
form
s an
dsl
owly
fad
e th
e ob
ject
s. I
nitia
lly, p
rese
nt th
e tw
ofo
rms
toge
ther
. As
the
child
bec
omes
fam
iliar
with
the
pict
ure
you
can
begi
n to
sho
w th
e ob
ject
less
freq
uent
ly. E
vent
ually
, the
chi
ld w
ill le
arn
to r
ely
onth
e pi
ctur
e in
stea
d of
the
obje
ct. M
ake
sure
bef
ore
you
rem
ove
the
obje
ct c
ue th
at th
e ch
ild c
an m
atch
the
pict
ure
to th
e ob
ject
and
can
thor
ough
ly u
nder
stan
dw
hat t
he p
ictu
re r
epre
sent
s. W
e do
not
wan
t to
teac
hth
at th
e ch
ild w
ill g
et s
omet
hing
in r
etur
n if
he
or s
heha
nds
us a
pic
ture
of
just
any
thin
g. W
e ne
ed to
mak
esu
re th
at w
e ar
e te
achi
ng th
at th
e pi
ctur
e re
pres
ents
som
ethi
ng s
peci
fic.
http
://w
ww
.tr.w
ou.e
du/n
tac
40N
TA
C
Impo
rtan
t poi
nts
to r
emem
ber:
o M
ake
cert
ain
that
the
child
use
s ob
ject
s to
com
mun
icat
e pr
ior
to u
sing
pic
ture
s.
o M
ake
cert
ain
that
the
child
und
erst
ands
that
the
pict
ures
rep
rese
nt a
spe
cifi
c ob
ject
.
o M
ake
sure
you
con
side
r th
e vi
sion
and
cog
nitiv
eab
ilitie
s of
the
child
bef
ore
usin
g a
pict
ure
or a
line
draw
ing.
NT
AC
41lit
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
119
Lan
guag
e
Pare
nt T
ip
Rem
embe
r, c
onve
r-sa
tions
nee
d a
be-
ginn
ing,
a m
iddl
e,an
d an
end
.
Wha
t is
it?
Lan
guag
e is
a s
ymbo
lic f
orm
of
com
mun
icat
ion.
Ala
ngua
ge c
an e
ither
be
spok
en o
r si
gned
and
is g
over
ned
by a
set
of
rule
s th
at a
re c
ultu
rally
det
erm
ined
. It
incl
udes
voc
abul
ary,
sem
antic
s, a
nd s
ynta
x. I
t can
be
abst
ract
and
exp
ress
es th
ough
ts a
nd f
eelin
gs a
ndre
pres
ents
the
conc
epts
of
past
, pre
sent
, and
fut
ure.
Lan
guag
e is
onl
y pa
rt o
f co
mm
unic
atio
n.
Chi
ldre
n be
gin
to c
omm
unic
ate
in in
fanc
y, e
ven
thou
ghth
ey h
ave
not y
et d
evel
oped
a f
orm
aliz
ed la
ngua
ge. T
hech
ild m
ay c
omm
unic
ate
som
ewha
t eff
ectiv
ely
thro
ugh
mea
ns s
uch
as c
ryin
g, la
ughi
ng, p
oint
ing,
etc
. Lan
guag
ebe
gins
to d
evel
op th
roug
h re
peat
ed e
xpos
ure
to a
form
aliz
ed s
yste
m in
a s
ocia
l con
text
(R
owla
nd &
Schw
eige
rt, 1
989)
. Chi
ldre
n w
ho a
re d
eaf-
blin
d ha
ve a
mor
e di
ffic
ult t
ime
mak
ing
this
tran
sitio
n be
caus
e th
eir
acce
ss to
lang
uage
is li
mite
d by
vis
ion
and
hear
ing
disa
bilit
ies.
Why
is it
impo
rtan
t?
Lan
guag
e is
our
link
to p
eopl
e an
d bo
nds
us to
our
cultu
re. I
t allo
ws
us (
beyo
nd g
estu
res)
to c
omm
unic
ate
abou
t pas
t and
fut
ure
even
ts.
Impo
rtan
t poi
nts
to r
emem
ber:
o C
omm
unic
atio
n ca
n oc
cur
with
out f
orm
aliz
edla
ngua
ge.
o C
omm
unic
atio
n is
the
way
we
inte
ract
with
our
envi
ronm
ent.
o L
angu
age
deve
lopm
ent r
equi
res
the
cogn
itive
base
to le
arn
repr
esen
tatio
n an
d de
pend
s on
repe
ated
exp
osur
e.
o L
angu
age
may
sha
re s
ome
of th
e no
nsym
bolic
form
s th
at e
xist
with
in th
e re
alm
of
com
mun
icat
ion,
but
lang
uage
itse
lf is
asy
mbo
lic m
ode
of c
omm
unic
atio
n.
http
://w
ww
.tr.w
ou.e
du/n
tac
42N
TA
C
NO
T -
4 5
as
NT
AC
43ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
20
Speech
Pare
nt T
ip
Bei
ng in
clo
sepr
oxim
ity to
the
child
is u
sual
ly r
e-qu
ired
for
eff
ectiv
eco
mm
unic
atio
n.
Wha
t is
it?
Spee
ch is
the
way
we
com
mun
icat
e w
ith e
ach
othe
ror
ally
(by
mou
th)/
aur
ally
(by
ear
). I
t req
uire
s th
eou
tput
of
voic
e an
d th
e re
cept
ion
of h
eari
ng. M
any
peop
le w
ho a
re d
eaf-
blin
d us
e sp
eech
as
thei
r pr
imar
ym
ode
of c
omm
unic
atio
n. T
hey
may
use
ass
istiv
elis
teni
ng d
evic
es o
r di
gitiz
ed s
peec
h ou
tput
fro
m a
com
pute
r to
aid
them
in th
is m
ode
of c
omm
unic
atio
n.Sp
eech
can
be
used
alo
ne o
r in
con
junc
tion
with
oth
erm
etho
ds o
f co
mm
unic
atio
n (J
ense
ma,
197
9).
Spee
ch/li
prea
ding
. Thi
s ap
proa
ch r
equi
res
visi
onbe
caus
e th
e re
ceiv
er m
ust w
atch
the
lip m
ovem
ents
of
the
spea
ker.
Spe
ech
ther
apy
and/
or a
udito
ry tr
aini
ngar
e of
ten
nece
ssar
y in
ord
er to
bec
ome
skill
ed in
this
mod
e of
com
mun
icat
ion.
Thi
s ap
proa
ch is
oft
en u
sed
byin
divi
dual
s w
ho a
re h
ard-
of-h
eari
ng a
nd w
hose
vis
ion
loss
is s
tabl
e. F
or in
divi
dual
s w
ith a
pro
gres
sive
loss
,su
ch a
s m
acul
ar d
egen
erat
ion
or U
sher
Syn
drom
e, th
ism
ay n
ot b
e th
e be
st m
ode
of c
omm
unic
atio
n si
nce
they
may
not
be
able
to v
isua
lly a
cces
s sp
oken
lang
uage
in th
efu
ture
.
Tad
oma
Met
hod.
The
Tad
oma
Met
hod
is a
n ap
proa
chth
at r
equi
res
the
plac
emen
t of
the
rece
iver
's (
deaf
-blin
dpe
rson
's)
hand
on
the
mou
th, j
aw, a
nd v
oice
box
of
the
spea
ker.
Thi
s is
the
only
met
hod
that
will
allo
w to
tally
deaf
-blin
d in
divi
dual
s to
acc
ess
spee
ch. B
y to
uchi
ng th
efa
ce o
f th
e sp
eake
r th
e pe
rson
who
is d
eaf-
blin
d ha
sac
cess
to th
e vo
cal v
ibra
tions
and
bre
athi
ng p
atte
rns
that
are
ass
ocia
ted
with
spe
ech.
Thi
s m
etho
d, w
hen
used
inde
pend
ently
, is
typi
cally
not
a s
ucce
ssfu
l mod
e of
com
mun
icat
ion
for
child
ren
who
are
dea
f-bl
ind.
How
ever
, whe
n us
ed in
com
bina
tion
with
oth
erm
etho
ds, T
adom
a m
ay e
nhan
ce th
e in
divi
dual
'sun
ders
tand
ing
and
use
of s
poke
n la
ngua
ge.
Tot
al C
omm
unic
atio
n. T
otal
Com
mun
icat
ion
is a
mul
timod
al a
ppro
ach.
Thi
s m
etho
d em
phas
izes
the
use
of b
oth
hear
ing
and
visi
on w
hen
com
mun
icat
ing.
Sign
lang
uage
, spo
ken
lang
uage
, lip
read
ing,
and
ampl
ific
atio
n of
res
idua
l hea
ring
are
all
used
and
are
all g
iven
equ
al im
port
ance
. Thi
s ap
proa
ch p
uts
muc
hem
phas
is o
n th
e us
e of
spe
ech
and
audi
tory
trai
ning
.B
ecau
se s
peec
h an
d lip
read
ing
are
used
sim
ulta
neou
sly
with
sig
n la
ngua
ge, t
he s
ign
syst
emha
s an
Eng
lish
base
. The
use
of
hear
ing
aids
, aud
itory
trai
ners
, FM
(fr
eque
ncy
mod
ulat
ion)
sys
tem
s or
FM
Loo
p sy
stem
s, a
nd s
peec
h/la
ngua
ge in
terv
entio
n ar
eal
l enc
oura
ged
whe
n em
brac
ing
the
TC
mod
el.
Cue
d Sp
eech
. Thi
s co
mm
unic
atio
n m
etho
d us
essp
ecif
ic h
ands
hape
s ne
ar th
e fa
ce to
sup
plem
ent
spee
chre
adin
g. T
he s
yste
m is
pho
nem
ical
ly b
ased
,m
eani
ng th
at a
com
bina
tion
of h
ands
hape
s an
dm
outh
mov
emen
ts a
re u
sed
to r
epre
sent
the
way
lette
rs s
ound
rat
her
than
the
lette
rs th
emse
lves
.T
here
are
8 h
ands
hape
s re
pres
entin
g gr
oups
of
cons
onan
ts th
at a
re p
lace
d in
fou
r po
sitio
ns a
roun
dth
e fa
ce. T
he f
our
posi
tions
rep
rese
nt g
roup
s of
vow
elso
unds
. The
com
bina
tion
of in
form
atio
n su
pplie
d by
the
hand
s an
d th
e lip
s pr
ovid
es a
vis
ible
repr
esen
tatio
n of
spo
ken
lang
uage
(W
illia
ms-
Scot
t &K
ipila
, 199
6, p
. 118
).
Why
is it
impo
rtan
t?
Spee
ch is
the
mod
e of
com
mun
icat
ion
used
by
the
gene
ral p
ublic
. Hav
ing
the
abili
ty to
acc
ess
spok
enla
ngua
ge w
ill e
ncou
rage
inte
ract
ions
with
peo
ple
inth
e co
mm
unity
. Dea
f-bl
ind
indi
vidu
als
may
use
one
mod
e of
com
mun
icat
ion
whe
n so
cial
izin
g w
ith th
eir
fam
ily a
nd f
rien
ds (
i.e.,
Am
eric
an S
ign
Lan
guag
e) b
utm
ay u
se T
otal
Com
mun
icat
ion
whe
n in
the
com
mun
ity.
http
://w
ww
.tr.w
ou.e
du/n
tac
44N
TA
C
Impo
rtan
t poi
nts
to r
emem
ber:
o So
me
deaf
-blin
d in
divi
dual
s m
ay u
se s
peec
h an
dbe
abl
e to
hea
r sp
oken
lang
uage
with
ampl
ific
atio
n (h
eari
ng a
id o
r FM
Sys
tem
).
o So
me
deaf
-blin
d pe
ople
(ty
pica
lly p
eopl
e w
ho a
reha
rd o
f he
arin
g an
d ha
ve s
tabl
e vi
sion
) w
ill u
selip
read
ing
as a
mod
e of
com
mun
icat
ion.
o Sp
oken
com
mun
icat
ion
can
be a
cces
sed
indi
ffer
ent w
ays
such
as
thro
ugh
clos
ed c
aptio
ning
.
NT
AC
45ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
21
Bra
ille
Pare
nt T
ip
Req
uest
that
res
-ta
uran
ts a
dopt
Bra
ille/
pict
ure
men
us a
nd p
ro-
vide
com
mun
ityag
enci
es w
ith a
list o
f re
stau
rant
sth
at o
ffer
them
.
Wha
t is
it?Im
port
ant p
oint
s to
rem
embe
r:
Bra
ille
is a
tact
ual w
ay o
f re
adin
g an
d w
ritin
g fo
r pe
ople
It is
impo
rtan
t to
stra
tegi
cally
pla
n th
ew
ho a
re b
lind.
It i
s ba
sed
on a
cod
e sy
stem
of
rais
ed d
ots
intr
oduc
tion
of B
raill
e.th
at c
an b
e fe
lt w
ith th
e fi
nger
tips.
The
bas
ic u
nit o
f th
eB
raill
e co
de is
cal
led
a ce
ll, w
hich
is tw
o do
ts w
ide
and
Pre-
Bra
ille
and
Bra
ille-
read
ines
s ac
tiviti
es a
re
thre
e do
ts lo
ng. E
ach
cell
arra
ngem
ent r
epre
sent
s a
nece
ssar
y w
hen
lear
ning
Bra
ille.
A c
hild
will
lette
r of
the
alph
abet
, a n
umbe
r, o
r a
cont
ract
ion.
need
to h
ave
good
tact
ual s
kills
, whi
ch c
an b
ede
velo
ped
usin
g sm
all o
bjec
ts o
r ta
ctua
lW
hy is
it im
port
ant?
patte
rns,
an
emph
asis
on
a "l
ight
" to
uch,
and
the
oppo
rtun
ity to
exp
lore
the
envi
ronm
ent a
ndB
raill
e ca
n be
a u
sefu
l for
m o
f re
cept
ive
and
expr
essi
vem
ater
ials
tact
ually
.co
mm
unic
atio
n. I
t can
be
used
to r
ecei
ve in
form
atio
n in
sim
ple
to c
ompl
ex w
ays.
For
exa
mpl
e, a
Bra
ille
card
with
Tea
cher
s or
par
apro
fess
iona
ls w
ho h
ave
had
a B
raill
e an
d pr
int m
essa
ge c
an b
e us
ed to
com
mun
icat
etr
aini
ng in
Bra
ille
and
its e
duca
tiona
l str
ateg
ies
to m
ake
a pu
rcha
se in
a s
tore
, or
Bra
ille
can
be u
sed
for
typi
cally
teac
h B
raill
e to
stu
dent
s.si
mpl
e la
belin
g fo
r ch
ildre
n w
ith g
ood
tact
ual s
kills
, or
Whe
n co
nsid
erin
g B
raill
e, th
e in
stru
ctor
will
Bra
ille
can
be u
sed
to r
ecei
ve a
nd s
end
info
rmat
ion
via
the
Inte
rnet
.as
sess
the
child
's la
ngua
ge le
vel,
conv
ersa
tiona
lsk
ills,
tact
ual s
kills
, and
ori
enta
tion
skill
s.A
s a
rece
ptiv
e an
d ex
pres
sive
com
mun
icat
ion
syst
em,
Bra
ille
is r
ecom
men
ded
for
child
ren
who
are
Bra
ille
can
open
doo
rs f
or c
hild
ren
and
youn
g ad
ults
toto
tally
blin
d or
who
hav
e a
prog
ress
ive
visu
alco
mm
unic
ate
free
ly a
nd e
asily
with
oth
ers.
cond
ition
.
Bra
ille
also
allo
ws
a ch
ild o
r yo
ung
adul
t to
gain
acc
ess
to in
form
atio
n th
roug
h "p
rint
mat
eria
l."
For
the
child
with
dea
fblin
dnes
s, w
ho h
as a
str
ong
lang
uage
bas
e an
d us
es f
inge
r sp
ellin
g as
a p
rim
ary
mea
ns o
f co
mm
unic
atio
n, B
raill
e ca
n be
a v
ery
effe
ctiv
ese
cond
ary
com
mun
icat
ion
mod
e.
Way
s to
rea
d an
d w
rite
in B
raill
e in
clud
e:
O s
late
and
sty
lus;
O ta
pe la
bele
r;
Bra
illew
rite
r;
O c
ompu
teri
zed
Bra
ille
prod
uctio
n;
refr
esha
ble
Bra
ille
(see
Fac
t She
et #
27).
O L
itera
cy f
or a
ll ch
ildre
n is
a n
atio
nal a
gend
a.
http
://w
ww
.tr.w
ou.e
du/n
tac
46N
TA
C
NO
TE
S
NT
AC
47ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
22
CZ
>
Sign
Lan
guag
e
Pare
nt T
ip
Adv
ocat
e fo
r si
gnla
ngua
ge c
lass
es to
be o
ffer
ed in
the
com
mun
ity f
orad
ults
and
chi
l-dr
en.
Wha
t is
it?
Sign
lang
uage
is a
for
m o
f m
anua
l com
mun
icat
ion.
The
re a
re v
arie
ties
of e
stab
lishe
d si
gn la
ngua
ge s
yste
ms
used
in th
e U
nite
d St
ates
. The
se s
yste
ms
are
eith
er b
ased
on E
nglis
h, A
mer
ican
Sig
n L
angu
age,
or
a co
mbi
natio
nof
bot
h la
ngua
ges.
Sig
n la
ngua
ge is
uni
que
in th
e fa
ctth
at it
can
be
rece
ived
and
exp
ress
ed b
oth
visu
ally
and
tact
ually
.
The
re a
re d
iffe
rent
cul
tura
l inf
luen
ces
with
in e
ach
sign
lang
uage
sys
tem
. For
exa
mpl
e, in
the
Uni
ted
Stat
es,
Am
eric
an S
ign
Lan
guag
e is
em
brac
ed w
ithin
the
deaf
com
mun
ity a
nd is
the
lead
ing
com
pone
nt th
atfo
rmul
ates
dea
f cu
lture
. Sig
n la
ngua
ge s
yste
ms
are
uniq
ue to
eac
h co
untr
y an
d cu
lture
. The
re is
not
one
univ
ersa
l sig
n la
ngua
ge.
Am
eric
an S
ign
Lan
guag
e (A
SL).
ASL
isa
visu
al-g
estu
ral l
angu
age
that
has
a s
ynta
x an
d se
man
ticst
ruct
ure
sepa
rate
fro
m th
e E
nglis
h la
ngua
ge. I
t is
ala
ngua
ge m
ostly
use
d by
peo
ple
with
in th
e de
afco
mm
unity
and
by
indi
vidu
als
who
are
mod
erat
ely
topr
ofou
ndly
dea
f. T
he s
hape
, mov
emen
t, an
d or
ient
atio
nof
the
hand
(s)
dete
rmin
e th
e m
eani
ng o
f th
e si
gn. F
acia
lex
pres
sion
, spa
ce, d
irec
tiona
lity,
and
bod
y m
ovem
ent
are
sign
ific
ant c
ompo
nent
s of
ASL
. ASL
is a
con
cept
ual
lang
uage
that
is e
xpre
ssed
vis
ually
or
tact
ually
. Spe
ech
is n
ot u
sed
in c
onju
nctio
n w
ith A
SL b
ecau
se s
poke
nla
ngua
ge f
ollo
ws
Eng
lish
gram
mat
ical
str
uctu
re. A
SLca
nnot
be
docu
men
ted
in w
ritte
n fo
rmat
; how
ever
, an
exam
ple
of E
nglis
h w
ords
in a
n A
SL s
ente
nce
is a
sfo
llow
s.
Eng
lish:
"W
e w
ill c
ance
l foo
tbal
l pra
ctic
e to
mor
row
if it
rain
s."
ASL
: "If
tom
orro
w r
ains
, foo
tbal
l pra
ctic
e ca
ncel
."
Sign
ed E
xact
Eng
lish
(SE
E).
SE
E is
a s
ign
lang
uage
syst
em th
at is
bas
ed o
n th
e E
nglis
h la
ngua
ge. I
n or
der
to f
acili
tate
the
deve
lopm
ent o
f co
mpe
tent
Eng
lish
read
ing
and
wri
ting
skill
s, m
any
of th
e si
gns
are
initi
aliz
ed w
ith s
peci
fic
lette
rs. T
his
stra
tegy
ena
bles
dist
ingu
ishi
ng b
etw
een
sign
s th
at a
re th
e sa
me
but
are
repr
esen
ted
by d
iffe
rent
Eng
lish
wor
ds (
i.e.,
the
wor
ds "
grou
p,"
"org
aniz
atio
n,"
and
"tea
m"
all u
seth
e sa
me
sign
but
are
initi
aliz
ed w
ith a
, g, o
, or
t,re
spec
tivel
y). D
istin
ctly
dif
fere
nt f
rom
ASL
, in
SEE
the
sign
s do
not
hav
e di
scre
te m
eani
ng a
s th
ey d
o in
ASL
, but
rat
her
the
root
of
the
Eng
lish
wor
dde
term
ines
the
sign
that
is u
sed
(i.e
., th
e w
ord
"but
terf
ly"
wou
ld b
e re
pres
ente
d by
the
sign
s fo
r"b
utte
r" a
nd "
fly"
).
Pidg
in S
ign
Eng
lish
(PSE
). T
his
is a
sys
tem
that
borr
ows
feat
ures
fro
m b
oth
SEE
and
ASL
. The
bas
e of
the
syst
em f
ollo
ws
the
Eng
lish
lang
uage
; how
ever
,di
ffer
ently
fro
m S
EE
, the
sig
n us
ed to
rep
rese
nt th
ew
ord
is tr
ue to
its
mea
ning
, not
its
root
. For
exa
mpl
e,th
e si
gns
for
"ran
" in
eac
h se
nten
ce w
ould
be
diff
eren
tfr
om e
ach
othe
r in
SE
E b
ut th
e sa
me
in A
SL.
"I ju
st r
an o
ut o
f gl
ue."
"The
squ
irre
l ran
up
the
tree
."
Tot
al C
omm
unic
atio
n (T
C).
Thi
s is
a m
ultim
odal
appr
oach
. Sig
n la
ngua
ge, s
poke
n la
ngua
ge,
lipre
adin
g, a
nd a
mpl
ific
atio
n of
res
idua
l hea
ring
are
all u
sed.
Thi
s ap
proa
ch p
uts
muc
h em
phas
is o
n th
eus
e of
spe
ech
and
audi
tory
trai
ning
. Bec
ause
spe
ech
and
lipre
adin
g ar
e us
ed s
imul
tane
ousl
y w
ith s
ign
lang
uage
, the
sig
n sy
stem
is o
f an
Eng
lish
base
. The
use
of h
eari
ng a
ids,
aud
itory
trai
ners
, FM
(fr
eque
ncy
mod
ulat
ion)
sys
tem
s or
FM
Loo
p sy
stem
s, a
nd s
peec
hth
erap
y ar
e al
l enc
oura
ged
whe
n em
brac
ing
the
TC
mod
el.
http
://w
ww
.tr.w
ou.e
du/n
tac
48N
TA
C
Fing
er s
pelli
ng. T
his
is th
e on
e-ha
nded
, man
ual v
ersi
onof
the
Eng
lish
alph
abet
. A u
niqu
e ha
nd s
hape
rep
rese
nts
each
lette
r of
the
alph
abet
. Thi
s sy
stem
, in
the
Uni
ted
Stat
es, i
s ba
sed
on th
e E
nglis
h la
ngua
ge. A
tech
niqu
eca
lled
the
Roc
hest
er M
etho
d en
able
s an
ent
ire
conv
ersa
tion,
bot
h re
cept
ive
and
expr
essi
ve, t
o be
cond
ucte
d co
mpl
etel
y in
fin
ger
spel
ling.
No
sign
s ar
eus
ed to
rep
rese
nt w
ords
or
conc
epts
.
Oth
er la
ngua
ges
also
use
fin
ger
spel
ling
inde
pend
ently
or in
con
junc
tion
with
thei
r si
gn la
ngua
ge s
yste
m.
How
ever
, sha
pe, d
irec
tion,
and
han
d us
e va
rysi
gnif
ican
tly f
rom
one
lang
uage
to a
noth
er.
Why
is it
impo
rtan
t?
It is
impo
rtan
t to
be a
war
e of
the
diff
eren
ces
with
in e
ach
sign
lang
uage
or
man
ual s
ign
syst
em b
ecau
se th
ey v
ary
sign
ific
antly
. Bef
ore
enga
ging
you
r ch
ild w
ith a
man
ual
syst
em, a
naly
ze th
e re
ason
s fo
r se
lect
ing
this
par
ticul
arsy
stem
. For
exa
mpl
e, is
the
man
ual l
angu
age
goin
g to
be
the
child
's o
nly
mod
e of
com
mun
icat
ion
or is
it in
tend
edto
sup
plem
ent a
noth
er s
yste
m a
lrea
dy in
pla
ce (
e.g.
spee
ch, r
aise
d pr
int)
? H
avin
g th
e an
swer
s to
thes
equ
estio
ns w
ill a
ssis
t you
in s
elec
ting
the
best
mod
e of
com
mun
icat
ion
for
your
chi
ld.
Sign
lang
uage
is o
ften
an
appr
opri
ate
mod
e of
com
mun
icat
ion
for
deaf
-blin
d in
divi
dual
s be
caus
e it
can
be e
xpre
ssed
and
rec
eive
d ta
ctua
lly (
by to
uch)
. For
exam
ple,
if y
our
child
is d
eaf
and
lega
lly b
lind,
she
wou
ld r
ecei
ve s
igns
into
the
palm
of
her
hand
(s).
Thi
s is
calle
d T
actu
al S
ign
Lan
guag
e. T
his
mod
e of
com
mun
icat
ion
uses
the
sam
e si
gns
and
follo
ws
the
sam
e gr
amm
atic
al r
ules
as
the
orig
inal
vis
ual s
yste
m(A
SL o
r SE
E).
Min
or a
dapt
atio
ns c
an b
e m
ade
to v
isua
lsi
gns
so th
ey a
re e
asily
acc
esse
d by
the
deaf
-blin
dpe
rson
.
Impo
rtan
t poi
nts
to r
emem
ber:
o M
anua
l com
mun
icat
ion
syst
ems
vary
sign
ific
antly
(A
mer
ican
Sig
n L
angu
age
vs.
Sign
ed E
xact
Eng
lish)
.
o E
ach
sign
lang
uage
sys
tem
is u
niqu
e to
the
coun
try
in w
hich
it is
use
d.
o Si
gn la
ngua
ge c
an b
e ex
pres
sed
and
rece
ived
tact
ually
.
o T
actu
al S
ign
Lan
guag
e is
not
a d
iffe
rent
sig
nsy
stem
than
thos
e th
at a
re u
sed
visu
ally
.
NT
AC
49ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
23
r\.)
Prin
ted
Mat
eria
l
Pare
nt T
ip
Enc
oura
ge a
nd r
e-in
forc
e th
e us
e of
clos
ed c
aptio
ning
for
TV
and
thea
ter
mov
ies.
Wha
t is
it?
Muc
h of
our
com
mun
icat
ion
with
the
wor
ld, o
n a
gran
der
scal
e, is
thro
ugh
prin
ted
or w
ritte
n m
ater
ials
such
as
book
s, m
agaz
ines
, and
new
spap
ers.
Wri
ting,
typi
cally
, is
a se
cond
ary
mod
e of
com
mun
icat
ion
for
mos
t ind
ivid
uals
. It i
s a
form
of
com
mun
icat
ion
esta
blis
hed
afte
r a
mor
e in
tera
ctiv
e, in
terp
erso
nal m
ode
is a
dopt
ed.
Indi
vidu
als
who
are
dea
f-bl
ind
som
etim
es r
ely
on th
eir
visi
on a
nd u
se p
rint
as
a m
eans
of
com
mun
icat
ion
with
the
gene
ral p
ublic
or
with
indi
vidu
als
who
are
not
fam
iliar
with
thei
r pa
rtic
ular
mod
e of
com
mun
icat
ion.
Tw
o es
sent
ial c
ompo
nent
s re
quir
ed in
ord
er to
use
pri
ntas
a m
eans
of
com
mun
icat
ion
are
usef
ul r
esid
ual v
isio
nan
d fi
ne m
otor
coo
rdin
atio
n. S
ome
indi
vidu
als
who
are
deaf
-blin
d ar
e no
t abl
e to
pro
duce
legi
ble
wri
ting,
nor
can
they
acc
ess
prin
ted
mat
eria
ls b
ecau
se o
f th
eir
leve
lof
vis
ion
loss
and
han
d-ey
e co
ordi
natio
n ab
ilitie
s. T
ypes
of p
rint
ada
ptat
ions
incl
ude:
Lar
ge p
rint
. For
som
eone
rel
ying
on
visi
on, w
ritte
n or
prin
ted
info
rmat
ion
can
gene
rally
be
adap
ted
via
com
pute
r pr
ogra
m o
r co
py m
achi
ne to
sui
t his
or
her
need
s. T
he f
ont c
an b
e en
larg
ed, t
he c
olor
can
be
chan
ged,
or
the
back
grou
nd s
hade
of
the
page
can
be
alte
red
to p
rovi
de b
ette
r co
ntra
st. W
hen
com
mun
icat
ing
face
-to-
face
, it i
s w
ise
for
a co
mm
unic
atio
n pa
rtne
r to
use
a bo
ld, b
lack
mar
ker
and
wri
te in
an
enla
rged
fon
t.B
old-
lined
pap
er is
als
o av
aila
ble
that
will
hel
p gu
ide
the
deaf
-blin
d in
divi
dual
.
Rai
sed
prin
t. E
ven
if in
divi
dual
s w
ho a
re d
eaf-
blin
dre
ly m
ainl
y on
thei
r vi
sion
for
com
mun
icat
ion,
som
e of
them
may
inco
rpor
ate
tact
ual m
etho
ds to
ass
ist t
hem
inth
eir
lives
. Rai
sed
prin
t is
a fo
rm o
f pr
inte
d m
ater
ial,
base
d on
a la
ngua
ge s
uch
as E
nglis
h, th
at c
onsi
sts
ofle
tters
em
boss
ed in
pla
stic
. Thi
s ad
hesi
ve p
last
ic c
an
then
be
plac
ed o
n cl
othi
ng ta
gs (
to id
entif
y co
lor)
or
com
mun
icat
ion
card
s (t
o co
mm
unic
ate
with
the
gene
ral p
ublic
). T
his
form
at a
llow
s th
e de
af-b
lind
indi
vidu
al to
eith
er v
isua
lly r
ead
or ta
ctua
lly f
eel t
hesh
ape
of th
e le
tters
. It i
s im
port
ant f
or a
n in
divi
dual
toha
ve a
n un
ders
tand
ing
of th
e al
phab
et a
nd th
eE
nglis
h la
ngua
ge f
or th
is m
etho
d to
be
succ
essf
ul.
Pair
ing
prin
t with
obj
ects
and
pic
ture
s. P
rint
edw
ords
can
be
pair
ed w
ith a
n ob
ject
or
pict
ure
tofa
cilit
ate
the
deve
lopm
ent o
f a
mor
e sy
mbo
licla
ngua
ge. A
chi
ld m
ay in
itial
ly u
se a
con
cret
e fo
rm o
fco
mm
unic
atio
n su
ch a
s ob
ject
s or
pic
ture
s. W
hen
the
child
see
ms
read
y to
exp
and
his
or h
er la
ngua
ge, o
neca
n be
gin
to in
trod
uce
sim
ple
prin
ted
wor
ds in
toda
ily in
tera
ctio
ns b
y pa
irin
g th
e pr
inte
d w
ord
with
the
obje
ct o
r pi
ctur
e. D
epen
ding
on
the
child
'sre
sidu
al v
isio
n, th
is c
an b
e do
ne e
ither
vis
ually
(w
ithla
rge
prin
t) o
r ta
ctua
lly (
with
rai
sed
prin
t).
Prin
t-on
-pal
m. P
rint
-on-
palm
is a
met
hod
that
isba
sed
on th
e E
nglis
h la
ngua
ge a
nd ta
ctua
llyre
pres
ents
how
pri
nted
lette
rs a
ppea
r vi
sual
ly. T
heco
mm
unic
atio
n pa
rtne
r us
es a
n in
dex
fing
er to
spe
llou
t eac
h le
tter
(in
bloc
k fo
rmat
) in
the
palm
of
the
deaf
-blin
d pe
rson
's h
and.
The
com
mun
icat
or s
houl
dpa
use
brie
fly
betw
een
each
lette
r. A
ll le
tters
are
inup
perc
ase
exce
pt f
or th
e le
tter
i. T
his
met
hod
isap
prop
riat
e fo
r pe
ople
who
hav
e a
fair
ly a
dvan
ced
leve
l of
unde
rsta
ndin
g of
the
Eng
lish
lang
uage
.
http
://w
ww
.tr.w
ou.e
du/n
tac
50N
TA
C
Clo
sed
capt
ioni
ng o
r C
AR
T (
Com
pute
r-ai
ded
Rea
lT
ime
Cap
tioni
ng )
. Pri
nted
wor
ds c
an a
lso
be a
cces
sed
thro
ugh
eith
er o
pen
or c
lose
d ca
ptio
ning
. Cap
tioni
ng is
the
type
d ve
rsio
n of
spo
ken
lang
uage
, tex
t, or
dia
logu
e.T
ypic
ally
, cap
tioni
ng s
crol
ls a
cros
s th
e bo
ttom
of
som
ety
pe o
f te
levi
sion
or
proj
ecte
d sc
reen
. Ind
ivid
uals
usi
ngth
is m
etho
d m
ust b
e ab
le to
acc
ess
mov
ing
prin
t.A
dapt
atio
ns to
the
font
siz
e an
d co
lor
are
som
etim
esav
aila
ble
to b
ette
r su
it th
e ne
eds
of th
e in
divi
dual
.
Why
is it
impo
rtan
t?
Muc
h of
our
inte
ract
ion
with
the
wor
ld is
thro
ugh
prin
ted
mat
eria
l. T
his
is o
bvio
us th
roug
h th
e sh
ift
tow
ard
the
avai
labi
lity
of in
form
atio
n vi
a th
e In
tern
et. I
tis
impo
rtan
t for
peo
ple
who
are
dea
f-bl
ind
to h
ave
way
sto
acc
ess
this
info
rmat
ion.
Als
o, in
divi
dual
s w
ho a
rede
af-b
lind
mus
t use
a v
arie
ty o
f co
mm
unic
atio
nm
etho
ds in
ord
er in
tera
ct w
ith p
eopl
e w
ho d
o no
t kno
wth
eir
spec
ific
mod
e of
com
mun
icat
ion,
suc
h as
sig
nla
ngua
ge. I
n or
der
to e
ffec
tivel
y co
mm
unic
ate
with
peop
le in
the
com
mun
ity, i
t is
impo
rtan
t to
be f
luen
t in
the
use
of m
ultip
le f
orm
s.
Impo
rtan
t poi
nts
to r
emem
ber:
O P
airi
ng s
impl
e w
ords
with
obj
ects
or
pict
ures
can
mov
e th
e ch
ild f
rom
a c
oncr
ete
to a
mor
e sy
mbo
licm
ode
of c
omm
unic
atio
n.
oIt
is h
elpf
ul to
hav
e a
fair
ly a
dvan
ced
leve
l of
unde
rsta
ndin
g of
for
mal
lang
uage
, suc
h as
Eng
lish,
to u
nder
stan
d pr
inte
d m
ater
ial.
o A
stu
dent
mus
t be
able
to f
ollo
w s
crol
ling
wor
dsat
a f
airl
y ra
pid
pace
in o
rder
to a
cces
sca
ptio
ning
.
NT
AC
51lit
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
24
Ass
istiv
eT
echn
olog
y
Pare
nt T
ip
Giv
e re
spon
sibi
li-tie
s to
you
r ch
ildth
at m
atch
his
or
her
abili
ties
and
cont
inua
lly r
aise
expe
ctat
ions
.
Wha
t is
it?
The
Ind
ivid
uals
with
Dis
abili
ties
Edu
catio
n A
ct o
f 19
97de
fine
s as
sist
ive
tech
nolo
gy a
s: "
any
item
, pie
ce o
feq
uipm
ent o
r pr
oduc
t sys
tem
..
.m
odif
ied
orcu
stom
ized
, tha
t is
used
to in
crea
se, m
aint
ain,
or
impr
ove
func
tiona
l cap
abili
ties
of in
divi
dual
s w
ithdi
sabi
litie
s" [
20 U
.S.C
. Cha
pter
33,
Sec
tion
1401
(25
)].
Ass
istiv
e te
chno
logy
is n
ot a
lang
uage
sys
tem
, rat
her
itin
clud
es d
evic
es th
at a
re u
tiliz
ed to
sup
port
a m
ode
ofco
mm
unic
atio
n th
at is
alr
eady
in p
lace
.
Ass
istiv
e te
chno
logy
incl
udes
dev
ices
that
fac
ilita
teco
mm
unic
atio
n, s
uppo
rt m
obili
ty, o
r en
able
envi
ronm
enta
l con
trol
. The
re a
re b
oth
low
- an
dhi
gh-t
echn
olog
y de
vice
s av
aila
ble
that
sup
port
rece
ptiv
e an
d ex
pres
sive
com
mun
icat
ion
thro
ugh
audi
tory
, vis
ual,
or ta
ctua
l mea
ns. F
ollo
win
g ar
e so
me
of th
ese:
Aud
itory
. Aud
itory
aid
s or
ass
istiv
e lis
teni
ng d
evic
es(A
LD
s) c
an in
tens
ify
the
volu
me
of a
udito
ryin
form
atio
n su
ch a
s sp
eech
, mus
ic, a
nd e
nvir
onm
enta
lso
unds
.
Vis
ual.
Dev
ices
that
sup
port
vis
ion
can
enha
nce
enla
rge
imag
es a
nd p
rint
ed m
ater
ials
suc
hha
ndw
ritte
n no
tes
and
text
.
or as
Tac
tual
. Tac
tual
dev
ices
are
thos
e th
at p
rovi
dein
form
atio
n th
roug
h to
uch
(e.g
., B
raill
e, v
ibra
tion,
etc
.).
Typ
e of
dev
ice.
Whe
n de
cidi
ng w
hich
dev
ices
are
'app
ropr
iate
, kee
p in
min
d th
at m
ore
devi
ces
are
not
alw
ays
bette
r. D
evic
es th
at a
re a
t the
sam
eco
gniti
ve/ l
angu
age
leve
l of
the
child
will
wor
k be
st.
Als
o, f
or c
hild
ren
with
fin
e m
otor
ski
ll is
sues
, dev
ices
that
are
eas
y to
wor
k w
ith a
nd a
re e
asily
man
ipul
ated
will
be
mos
t suc
cess
ful.
Dev
ices
with
sm
all b
utto
ns o
ron
/off
sw
itche
s m
ay b
e di
ffic
ult.
Port
abili
ty. B
ecau
se c
hild
ren
are
in a
var
iety
of
envi
ronm
ents
thro
ugho
ut th
e da
y, it
is im
pera
tive
toha
ve p
orta
ble
devi
ces.
If
a de
vice
is to
o la
rge,
wei
ghs
too
muc
h, o
r ne
eds
to b
e at
tach
ed to
a la
rger
dev
ice,
itw
ill m
ost l
ikel
y no
t be
used
. If
an it
em c
an b
e ca
rrie
dfr
om r
oom
to r
oom
, the
chi
ld a
nd h
is o
r he
rco
mm
unic
atio
n pa
rtne
rs w
ill b
e m
ore
likel
y to
use
iton
a r
egul
ar b
asis
.
Why
is it
impo
rtan
t?
Ass
istiv
e te
chno
logy
mak
es it
pos
sibl
e to
acc
ess
envi
ronm
enta
l inf
orm
atio
n. H
avin
g ac
cess
to th
ese
item
s fa
cilit
ates
and
sup
port
s co
mm
unic
atio
n, a
ndw
ith th
is s
uppo
rt, i
nteg
ratio
n in
to o
ne's
com
mun
ityca
n oc
cur
and
isol
atio
n be
alle
viat
ed.
Impo
rtan
t poi
nts
to r
emem
ber:
o U
se th
e de
vice
that
an
indi
vidu
al is
cog
nitiv
ely
and
lingu
istic
ally
rea
dy to
use
.
o Pr
ovid
e tr
aini
ng f
or th
e de
af-b
lind
pers
on o
nho
w to
use
and
car
e fo
r th
e de
vice
.
o D
o no
t pur
chas
e a
high
-tec
h de
vice
if o
nly
alo
w-t
ech
devi
ce is
nee
ded.
http
: / /w
ww
.tr.w
ou.e
du /n
tac
52N
TA
C
NO
TE
S
NT
AC
53ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
25
Ass
istiv
e A
udi-
tory
Tec
hnol
ogy
Pare
nt T
ip
Prov
ide
info
rma-
tion
or a
nin
-ser
vice
pro
gram
on y
our
child
'sco
mm
unic
atio
n fo
rch
urch
gro
ups,
and
bibl
e sc
hool
s.
Wha
t is
it?
Aud
itory
aid
s or
ass
istiv
e lis
teni
ng d
evic
es (
AL
Ds)
inte
nsif
y th
e vo
lum
e of
aud
itory
info
rmat
ion
such
as
spee
ch, m
usic
, and
oth
er e
nvir
onm
enta
l sou
nds.
The
rear
e a
vari
ety
of d
evic
es th
at s
uppo
rt h
eari
ng. S
ome
ofth
ese
can
redu
ce th
e am
ount
of
extr
aneo
usen
viro
nmen
tal n
oise
and
allo
w th
e ch
ild to
acc
ess
asp
eake
r di
rect
ly. E
xam
ples
of
audi
tory
dev
ices
incl
ude:
Hea
ring
aid
. Thi
s de
vice
enh
ance
s th
e vo
lum
e of
spe
ech
and
envi
ronm
ent s
ound
s. H
eari
ng a
ids
do n
ot c
lari
fysp
eech
but
onl
y am
plif
y so
unds
. The
re a
re d
iffe
rent
type
s of
hea
ring
aid
s (e
.g.,
behi
nd-t
he-e
ar, i
n-th
e-ea
r,in
-the
-can
al).
FM s
yste
m. T
his
devi
ce u
ses
FM w
aves
, a m
icro
phon
e,an
d a
hear
ing
aid.
A m
icro
phon
e w
orn
by th
e sp
eake
rtr
ansm
its a
sig
nal t
o th
e he
arin
g ai
d of
the
rece
iver
(per
son
who
is d
eaf-
blin
d). T
his
devi
ce r
educ
esba
ckgr
ound
sou
nds.
Coc
hlea
r im
plan
t. T
his
com
pute
rize
d de
vice
issu
rgic
ally
impl
ante
d in
to th
e co
chle
a an
d tr
ansl
ates
envi
ronm
enta
l sou
nds
into
ele
ctro
nic
info
rmat
ion.
Tex
t-to
-spe
ech
soft
war
e. T
hese
are
pro
gram
s th
atco
nver
t inf
orm
atio
n on
the
com
pute
r sc
reen
into
synt
hesi
zed
spee
ch.
Bra
ille-
n-Sp
eak.
Thi
s is
a s
mal
l, po
rtab
le, n
ote-
taki
ngde
vice
that
syn
thes
izes
voi
ce o
utpu
t.
Thi
ngs
to c
onsi
der
befo
re s
elec
ting
a de
vice
:
Hea
ring
loss
. Dep
endi
ng o
n th
e le
vel o
f he
arin
g lo
ss,
diff
eren
t dev
ices
will
pro
vide
bet
ter
supp
ort.
A c
hild
with
mild
to m
oder
ate
hear
ing
loss
may
eas
ily a
cces
ssp
eech
thro
ugh
hear
ing
aids
alo
ne, w
hile
a c
hild
with
mod
erat
e to
pro
foun
d lo
ss m
ay b
enef
it fr
om th
e us
e of
hear
ing
aids
and
an
FM S
yste
m.
Som
e de
vice
s ar
e m
ore
cost
ly a
nd h
ave
long
-ter
mim
plic
atio
ns. F
or e
xam
ple,
coc
hlea
r im
plan
ts r
equi
resu
rgic
al im
plan
tatio
n an
d ex
tend
ed a
mou
nts
ofsp
eech
trai
ning
. Res
earc
h is
incr
easi
ng in
this
are
a.
Env
iron
men
t. D
iffe
rent
dev
ices
may
wor
k be
tter
indi
ffer
ent e
nvir
onm
ents
. An
FM s
yste
m m
ay w
ork
best
in th
e cl
assr
oom
whe
re th
ere
is p
rolo
nged
one
-to-
one
com
mun
icat
ion
but m
ay n
ot b
e as
eff
ectiv
e in
a la
rge
grou
p se
tting
whe
re s
imul
tane
ous
inte
ract
ions
take
plac
e.
Typ
e of
dev
ice.
Cle
arly
und
erst
and
the
purp
ose
and
over
all i
mpa
ct o
f a
devi
ce b
efor
e pu
rcha
sing
it. B
esu
re th
at th
e de
vice
mee
ts th
e ne
ed o
f yo
ur c
hild
. For
exam
ple,
you
may
not
wan
t to
purc
hase
aB
raill
e-n-
Spea
k if
you
r ch
ild d
oes
not h
ave
stro
ngke
yboa
rdin
g sk
ills.
Why
is it
impo
rtan
t?
Aud
itory
aid
s an
d A
LD
s al
low
man
y in
divi
dual
s to
acce
ss s
peec
h an
d/or
sou
nds
in th
eir
envi
ronm
ent.
Thi
s en
able
s th
e ch
ild w
ho is
dea
f-bl
ind
to h
ave
bette
rin
tera
ctio
ns w
ith p
eers
and
ena
bles
the
child
toam
bula
te th
roug
hout
his
or
her
envi
ronm
ent,
thus
prom
otin
g in
depe
nden
ce.
http
://w
ww
.tr.w
ou.e
du/n
tac
54N
TA
C
Impo
rtan
t poi
nts
to r
emem
ber:
o C
onsi
der
your
chi
ld's
nee
ds.
o In
vest
igat
e al
l equ
ipm
ent o
ptio
ns to
see
wha
t will
best
sui
t you
r ch
ild.
o H
ave
devi
ces
chec
ked
on a
n an
nual
or
bian
nual
basi
s to
be
sure
that
they
are
stil
l eff
ectiv
e fo
ryo
ur c
hild
.
o B
e aw
are
of th
e sp
ecif
ic p
urpo
se a
nd e
ffec
t of
all
devi
ces
and
of n
eces
sary
pro
cedu
res
befo
re y
oupu
rcha
se th
em.
NT
AC
55lit
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
26
Q1
Ass
istiv
e V
isua
lT
echn
olog
y
Pare
nt T
ip
Star
t fri
ends
hips
at a
n ea
rly
age.
Tea
ch f
rien
ds h
owto
use
you
r ch
ild's
com
mun
icat
ion
de-
vice
s.
Wha
t is
it?
Vis
ual d
evic
es c
an b
e us
ed to
enh
ance
or
enla
rge
text
and
imag
es a
nd to
red
uce
glar
e. T
here
are
han
dhel
d, e
asily
port
able
dev
ices
as
wel
l as
devi
ces
that
are
des
kbou
nd.
Som
e de
vice
s ar
e fo
r in
divi
dual
use
onl
y w
hile
oth
ers
can
be u
sed
to s
uppo
rt in
tera
ctiv
e co
mm
unic
atio
n.E
xam
ples
of
visu
al d
evic
es in
clud
e:
Ace
tate
col
or o
verl
ays.
The
se a
re s
mal
l pie
ces
of c
olor
edpl
astic
use
d ov
er p
rint
ed m
ater
ials
to r
educ
e gl
are.
Gla
ss m
agni
fier
s. T
hese
are
han
dhel
d ite
ms
that
rel
y on
light
ref
ract
ive
prop
ertie
s an
d in
crea
se th
e si
ze o
f an
imag
e. T
hese
are
eff
ectiv
e fo
r lo
w m
agni
fica
tion
purp
oses
.
CC
TV
(cl
osed
cir
cuit
tele
visi
on).
Thi
s is
a d
eskt
opde
vice
that
use
s a
smal
l vid
eo c
amer
a to
mag
nify
mat
eria
l and
pro
ject
its
imag
e on
to a
vid
eo s
cree
n.Po
rtab
le C
CT
Vs
are
avai
labl
e at
a h
ighe
r co
st.
Com
pute
r sc
reen
mag
nifi
catio
n. S
oftw
are
prog
ram
sca
n ch
ange
the
size
of
a fo
nt, i
nver
t col
ors,
mag
nify
sect
ions
of
the
scre
en, e
tc.
Dry
era
se b
oard
s. T
hese
are
por
tabl
e de
vice
s th
at h
ave
aha
rd, r
eusa
ble
surf
ace
and
an e
rasa
ble
mar
ker.
Thi
sde
vice
is e
ffec
tive
for
inte
ract
ions
with
the
publ
ic a
t aso
mew
hat s
low
ed p
ace.
CA
RT
(C
ompu
ter-
aide
d re
al ti
me
capt
ioni
ng).
Thi
s is
apr
ogra
m th
at u
ses
a co
mpu
ter
and
larg
e sc
reen
tele
visi
on to
vis
ually
and
sim
ulta
neou
sly
reco
rd s
poke
nla
ngua
ge. C
aptio
nist
s ne
ed to
be
trai
ned
to u
se th
epr
ogra
m.
Thi
ngs
to c
onsi
der
befo
re s
elec
ting
a de
vice
:
Vis
ion
loss
. It i
s im
pera
tive
to k
now
wha
t typ
e of
vis
ion
loss
you
r ch
ild h
as in
ord
er to
ade
quat
ely
supp
ort h
is o
rhe
r ne
eds.
Som
e de
vice
s w
ill b
e ap
prop
riat
e fo
r yo
ur
child
, and
oth
ers
will
not
be.
For
exa
mpl
e, if
you
rch
ild h
as b
lurr
ed v
isio
n, f
ollo
win
g si
mul
tane
ous
capt
ioni
ng th
at m
oves
acr
oss
the
scre
en a
t a r
apid
pace
will
, mos
t lik
ely,
not
be
the
best
cho
ice
for
him
or
her.
Als
o, if
you
r ch
ild is
abl
e to
rea
d pr
int,
it is
impo
rtan
t to
know
the
font
type
and
siz
e th
at w
orks
best
. ID
EA
man
date
s th
at a
ll ed
ucat
iona
l mat
eria
ls b
em
ade
avai
labl
e to
you
r ch
ild in
his
or
her
pref
erre
dm
edia
.
Typ
e of
dev
ice.
Lea
rn th
e di
ffer
ence
bet
wee
nha
ndhe
ld (
e.g.
, mag
nify
ing
glas
s) a
nd d
eskt
op (
e.g.
,C
CT
V)
devi
ces.
Som
e lo
w-t
echn
olog
y ite
ms
may
wor
k ju
st a
s w
ell f
or y
our
child
and
can
be
purc
hase
dat
a lo
wer
cos
t ove
r th
e co
unte
r. A
lso,
item
s th
at a
repo
rtab
le a
nd w
ork
wel
l in
the
com
mun
ity w
ill m
ost
likel
y be
use
d by
you
r ch
ild a
nd h
is o
r he
rco
mm
unic
atio
n pa
rtne
rs.
If a
n in
divi
dual
has
a p
rogr
essi
ve v
isio
n lo
ss, a
s tim
ego
es o
n a
spec
ific
dev
ice
may
dec
reas
e in
effe
ctiv
enes
s. H
ave
your
chi
ld's
vis
ion
eval
uate
d on
an a
nnua
l or
bian
nual
bas
is.
Why
is it
impo
rtan
t?
Mos
t of
wha
t we
lear
n ab
out o
ur w
orld
is a
vaila
ble
inpr
int (
educ
atio
nal m
ater
ials
, new
spap
ers,
mag
azin
es,
etc.
). A
n ar
ray
of d
evic
es is
ava
ilabl
e to
hel
p yo
urch
ild a
cces
s th
ese
mat
eria
ls. T
hey
will
hel
p yo
ur c
hild
to le
ad a
mor
e se
lf-d
eter
min
ed li
fe.
http
://w
ww
.tr.w
ou.e
du/n
tac
56N
TA
C
Impo
rtan
t poi
nts
to r
emem
ber:
o H
ave
your
chi
ld's
vis
ion
chec
ked
regu
larl
y in
orde
r to
det
erm
ine
any
chan
ges.
O U
nder
stan
d th
e di
ffer
ence
bet
wee
n ac
uity
(cen
tral
, dis
tanc
e) a
nd p
erip
hera
l (ou
ter,
surr
ound
ing)
vis
ion.
o K
now
the
diff
eren
ce b
etw
een
hand
held
and
desk
top
devi
ces.
o So
me
devi
ces
are
used
spe
cifi
cally
for
inte
ract
ive
com
mun
icat
ions
.
O M
ake
sure
that
gla
sses
and
mag
nifi
ers
are
clea
nan
d al
l dev
ices
are
in w
orki
ng o
rder
.
NT
AC
57ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
27
C)
O.
Ass
istiv
e T
actu
alT
echn
olog
y
Pare
nt T
ip
Hei
ghte
n pu
blic
awar
enes
s of
the
uses
of
assi
stiv
ete
chno
logy
. Tal
kto
peo
ple
and
teac
h on
e pe
rson
at a
tim
e.
Wha
t is
it?
Tac
tual
dev
ices
pro
vide
info
rmat
ion
thro
ugh
touc
h,us
ing
rais
ed p
rint
, Bra
ille,
or
vibr
atio
n. T
here
are
devi
ces
that
are
eith
er m
anua
l or
elec
tron
ic, l
ow-
orhi
gh-t
echn
olog
y. E
xam
ples
of
tact
ual d
evic
es in
clud
e:
Rai
sed
prin
t. C
erta
in p
aint
s or
pla
stic
can
be
used
topr
oduc
e ra
ised
pri
nt. L
abel
s ca
n be
em
boss
ed.
Bra
ille.
Thi
s is
a te
xt s
yste
m th
at u
ses
a pa
ttern
of
rais
edbu
mps
to in
dica
te le
tters
, num
bers
, and
pun
ctua
tion.
Ref
resh
able
Bra
ille.
Thi
s is
a d
evic
e th
at is
atta
ched
to a
com
pute
r. I
t cau
ses
pins
to r
ise
and
fall
upon
the
com
man
d of
the
user
. The
use
r m
ust b
e ab
le to
rea
dB
raill
e.
Opt
ical
Cha
ract
er R
ecog
nitio
n (O
CR
) sc
anne
rs. T
hese
are
devi
ces
that
con
vert
pri
nted
mat
eria
l int
o a
com
pute
rize
d fo
rmat
that
can
then
be
chan
ged
into
Bra
ille
or d
igiti
zed
spee
ch.
Bra
ille-
Lite
. Thi
s is
a p
orta
ble
note
-tak
ing
devi
ce th
atus
es a
sta
ndar
d B
raill
e ke
yboa
rd a
nd c
an b
e lin
ked
to a
com
pute
r to
upl
oad
or d
ownl
oad
info
rmat
ion.
Tel
lato
uch.
Thi
s po
rtab
le d
evic
e is
use
d to
com
mun
icat
eon
e le
tter
at a
tim
e w
ith th
e pu
blic
.
Vib
ro-t
actu
al a
lert
ing
devi
ces.
The
se d
evic
es in
form
the
deaf
-blin
d pe
rson
of
envi
ronm
enta
l sou
nds
(e.g
.,te
leph
one,
doo
rbel
l, fi
re a
larm
) th
roug
h vi
brat
ions
. Are
ceiv
er is
wor
n on
the
body
of
the
deaf
-blin
d pe
rson
.
Bra
ille
TT
Y T
elep
hone
s. T
hese
con
sist
of
a T
DD
(tel
ecom
mun
icat
ions
dev
ice
for
the
deaf
) an
d a
refr
esha
ble
Bra
ille
disp
lay.
The
y m
ake
it po
ssib
le f
orpe
ople
who
are
dea
f-bl
ind
to u
se th
e te
leph
one.
Som
ety
pes
may
als
o be
use
d fo
r fa
ce-t
o-fa
ce in
tera
ctio
n.
Why
is it
impo
rtan
t?
Info
rmat
ion
that
is a
vaila
ble
visu
ally
or
audi
tora
llyca
n be
con
veye
d in
a ta
ctua
l mod
e. D
evic
es a
reav
aila
ble
that
can
con
vey
info
rmat
ion
quic
kly
and
accu
rate
ly.
Dep
endi
ng u
pon
a va
riet
y of
fac
tors
, som
ein
divi
dual
s ar
e m
ore
tact
ually
sen
sitiv
e th
an o
ther
s.So
me
fact
ors
are
age
of o
nset
of
visi
on lo
ss, c
ause
of
visi
on lo
ss, a
nd a
dditi
onal
med
ical
issu
es. F
orex
ampl
e, if
an
indi
vidu
al lo
ses
his
or h
er v
isio
nbe
caus
e of
dia
betic
ret
inop
athy
he
or s
he m
ay n
ot b
eab
le to
rec
eive
info
rmat
ion
tact
ually
bec
ause
of
the
loss
of
sens
itivi
ty in
the
fing
ertip
s.
Som
e de
vice
s th
at p
rovi
de in
form
atio
n ta
ctua
lly a
rein
tend
ed to
wor
k on
a o
ne-t
o-on
e ba
sis,
but
oth
ers
have
the
capa
bilit
y of
con
veyi
ng in
form
atio
n al
mos
tsi
mul
tane
ousl
y in
a g
roup
set
ting.
Car
eful
ly a
sses
syo
ur c
hild
's n
eed
and
his
or h
er u
nder
stan
ding
of
the
use
of e
ach
devi
ce b
efor
e im
plem
entin
g th
em.
Impo
rtan
t poi
nts
to r
emem
ber:
Lea
rn th
e di
ffer
ence
bet
wee
n ta
ctua
l ale
rtin
gan
d co
mm
unic
atio
n de
vice
s.
Be
sure
of
your
chi
ld's
flu
ency
in B
raill
e be
fore
intr
oduc
ing
devi
ces
that
con
vey
info
rmat
ion
inth
is m
anne
r.
http
://w
ww
.tr.w
ou.e
du/n
tac
58N
TA
C
NO
TE
S
0)
NT
AC
59ht
tp://
ww
w.tr
.wou
.edu
/nta
c
Fact
She
et #
28:
CY
)
Cul
ture
and
Com
-m
unic
atio
n
Pare
nt T
ip
Don
't be
an
isla
nd.
Oth
ers
in th
e co
m-
mun
ity m
ay a
ctu-
ally
inte
ract
bet
ter
with
our
kid
s th
anw
e ex
pect
them
to.
Wha
t are
they
?
Cul
ture
is a
set
of
lear
ned
beha
vior
s th
at a
gro
up o
fpe
ople
abi
des
by. A
var
iety
of
com
pone
nts
com
pris
e a
cultu
re a
nd a
ffec
t the
act
ions
of
the
peop
le w
ithin
the
grou
p. V
ario
us c
onst
ituen
ts n
eed
to b
e pr
esen
t in
orde
rto
com
pris
e a
cultu
re, s
uch
as id
entit
y, la
ngua
ge, n
orm
s,va
lues
, and
trad
ition
s.
Iden
tity.
A v
arie
ty o
f cu
lture
s co
exis
t with
in th
ede
af-b
lind
com
mun
ity: h
eari
ng, d
eaf,
and
dea
f-bl
ind.
Eac
h in
divi
dual
may
iden
tify
him
self
dif
fere
ntly
. For
exam
ple,
a p
erso
n w
ho is
pro
foun
dly
deaf
may
iden
tify
him
self
as
Dea
f (w
ith a
cap
ital "
D")
bec
ause
he
grew
up
in th
e de
af c
omm
unity
and
use
s A
SL a
s hi
s pr
imar
yla
ngua
ge. I
f an
indi
vidu
al u
ses
spok
en la
ngua
ge a
ndre
lies
on a
udito
ry in
put f
or c
omm
unic
atio
n, h
e m
ayid
entif
y hi
mse
lf a
s he
arin
g.
Lan
guag
e. I
t is
argu
ed w
heth
er d
eaf-
blin
dnes
s is
acu
lture
or
not b
ecau
se th
ere
is h
eter
ogen
eity
with
in th
eco
mm
unity
that
lead
s to
the
use
of u
niqu
eco
mm
unic
atio
n sy
stem
s an
d di
ffer
ent l
angu
ages
(Eng
lish
and
ASL
). F
or th
is r
easo
n de
af-b
lindn
ess
isof
ten
refe
rred
to a
s an
em
ergi
ng c
ultu
re.
Slig
ht d
iffe
renc
es o
r va
riat
ions
exi
st w
ithin
lang
uage
s. F
or e
xam
ple,
a s
impl
e w
rink
le o
f a
nose
by
som
eone
who
is d
eaf
or d
eaf-
blin
d m
ay m
ean
"oh
real
ly"
to a
noth
er d
eaf
or d
eaf-
blin
d pe
rson
and
can
indi
cate
cont
inue
d in
tere
st in
the
conv
ersa
tion.
If
this
met
hod
wer
e us
ed in
the
hear
ing
com
mun
ity, t
he in
tent
of
the
mes
sage
wou
ld b
e un
clea
r an
d w
ould
be
cons
ider
ed a
rude
res
pons
e to
a c
omm
unic
atio
n pa
rtne
r.
Nor
ms.
Kno
win
g th
e ap
prop
riat
e pr
otoc
ol a
ndex
pect
atio
ns o
f yo
ur c
omm
unic
atio
n pa
rtne
r is
ess
entia
lin
ord
er to
mak
e co
mm
unic
atio
n a
succ
ess.
For
exa
mpl
e,th
e st
eps
we
take
in o
rder
to in
itiat
e co
nver
satio
n w
ithso
meo
ne w
ho is
hea
ring
, dea
f, o
r de
af-b
lind
are
all
diff
eren
t. If
som
eone
is h
eari
ng y
ou c
an v
ocal
ly c
all
out h
is o
r he
r na
me.
For
a d
eaf
indi
vidu
al y
ou c
anei
ther
tap
on th
e ta
ble
whe
re h
e or
she
is s
ittin
g or
wav
e yo
ur h
and
so th
at h
e or
she
can
see
you
. With
ade
af-b
lind
pers
on, m
ost o
ften
, you
nee
d to
app
roac
hth
e pe
rson
and
indi
cate
you
r pr
esen
ce th
roug
h to
uch.
Val
ues.
Peo
ple
who
are
dea
f-bl
ind
valu
e to
uch
and
phys
ical
con
tact
. In
the
deaf
com
mun
ity, v
isio
n is
high
ly v
alue
d an
d ch
eris
hed.
For
hea
ring
peo
ple,
mai
ntai
ning
one
's p
hysi
cal s
pace
bet
wee
n he
arin
gco
mm
unic
ator
s is
app
reci
ated
. Kno
win
g th
ese
diff
eren
ces
and
how
to a
pply
them
to y
our
conv
ersa
tions
with
in th
e de
af-b
lind
com
mun
ity w
illpo
sitiv
ely
affe
ct th
e fl
ow o
f in
tera
ctio
n.
Tra
ditio
ns. S
ubtle
ties
that
are
em
bedd
ed w
ithin
eac
hla
ngua
ge a
ffec
t com
mun
icat
ion.
For
exa
mpl
e, s
ense
of h
umor
is r
ecei
ved
and
expr
esse
d di
ffer
ently
by
peop
le o
f di
ffer
ent c
ultu
res.
The
Eng
lish
lang
uage
isco
mpr
ised
of
coun
tless
idio
ms
and
expr
essi
ons
that
are
clos
ely
tied
to h
umor
and
are
spe
cifi
c to
the
life
expe
rien
ces
of h
eari
ng p
eopl
e. W
ithin
.the
dea
fco
mm
unity
sto
ryte
lling
is a
larg
e pa
rt o
f th
e cu
lture
.St
orie
s ar
e of
ten
base
d on
sha
red
expe
rien
ces
of d
eaf
peop
le s
uch
as g
oing
to th
e au
diol
ogis
t or
spee
chth
erap
ist,
whi
ch m
embe
rs in
the
deaf
com
mun
itydi
rect
ly r
elat
e to
and
fin
d hu
mor
ous.
Dea
f-bl
ind
indi
vidu
als'
hum
or is
oft
en ti
mes
rel
ated
to li
feex
peri
ence
s as
wel
l, su
ch a
s th
e co
mm
unic
atio
nbl
unde
rs m
ade
by m
embe
rs o
f di
ffer
ent c
omm
uniti
es.
Why
are
they
impo
rtan
t?
Whe
n in
divi
dual
s fr
om d
iffe
rent
bac
kgro
unds
and
life
expe
rien
ces
coex
ist w
ithin
a c
omm
unity
, it i
sne
cess
ary
for
the
mem
bers
to u
nder
stan
d th
e ke
yco
mpo
nent
s of
eac
h cu
lture
in o
rder
to h
ave
clea
rco
mm
unic
atio
n.
http
://w
ww
.tr.w
ou.e
du/n
tac
60N
TA
C
Impo
rtan
t poi
nts
to r
emem
ber:
o Pe
ople
with
in th
e de
af-b
lind
com
mun
ity h
ave
vary
ing
life
expe
rien
ces.
o Pe
ople
who
are
dea
f-bl
ind
may
use
var
ied
and
mul
tiple
mod
es o
f co
mm
unic
atio
n an
d th
ishe
tero
gene
ity in
flue
nces
the
cultu
re o
f th
is g
roup
.
NT
AC
61ht
tp://
ww
w.tr
.wou
.edu
/nta
c
NO
TE
S
h ttp
://w
w w
tr.w
ou.e
du/n
tac
62N
TA
C
Ref
eren
ces
Cam
pbel
l, P.
(19
95).
Sup
port
ing
the
med
ical
and
phy
sica
l nee
ds o
fst
uden
ts in
incl
usiv
e cl
assr
oom
s. I
n N
. Har
ing
and
L. T
. Rom
er(E
ds.)
, Wel
com
ing
stud
ents
who
are
dea
f-bl
ind
into
typi
cal c
lass
room
s(p
p. 2
77-3
06).
Bal
timor
e: P
aul H
. Bro
okes
Pub
lishi
ng C
o.
Car
r, E
. G.,
& D
uran
d, V
. M. (
1985
). R
educ
ing
beha
vior
pro
blem
sth
roug
h fu
nctio
nal c
omm
unic
atio
n tr
aini
ng. J
ourn
al o
f A
pplie
dB
ehav
ior
Ana
lysi
s, 1
8, 1
11-1
26.
Hue
bner
, K. M
., Pr
icke
tt, J
. G.,
Wel
sh, T
. R.,
& J
offe
, E. (
1995
). H
and
in
hand
: Ess
entia
ls o
f co
mm
unic
atio
n an
d or
ient
atio
n an
d m
obili
ty f
or y
our
stud
ents
who
are
dea
f-bl
ind
(Vol
. 1).
New
Yor
k: A
FB P
ress
.
Jens
ema,
C. K
. (19
79).
A r
evie
w o
f co
mm
unic
atio
n sy
stem
s us
ed b
yde
af-b
lind
peop
le P
art I
. Am
eric
an A
nnal
s of
the
Dea
f,12
4, 7
20-7
25.
Kle
in, M
. D.,
Che
n, D
., &
Han
ey, M
. (20
00).
Pro
mot
ing
lear
ning
thro
ugh
activ
e in
tera
ctio
n: A
gui
de to
ear
ly c
omm
unic
atio
n w
ith y
oung
chi
ldre
n
who
hav
e m
ultip
le d
isab
ilitie
s. B
altim
ore:
Pau
l H. B
rook
esPu
blis
hing
Co.
McL
ean,
J.,
& S
nyde
r-M
cLea
n, L
. (19
78).
A tr
ansa
ctio
nal a
ppro
ach
toea
rly
lang
uage
trai
ning
. Col
umbu
s, O
H: C
harl
es E
. Mer
rill.
Mile
s, B
., &
Rig
gio
M. (
1999
). R
emar
kabl
e co
nver
satio
ns. W
ater
tow
n,M
A: P
erki
ns S
choo
l for
the
Blin
d.
O'N
eill,
R. E
., H
omer
, R. H
., A
lbin
, R. W
., St
orey
, K.,
& S
prag
ue, J
. R.
(199
0). F
unct
iona
l ana
lysi
s of
pro
blem
beh
avio
r. S
ycam
ore,
Ill:
Syca
mor
e Pu
blis
hing
Com
pany
.
cr)
Row
land
, C.,
& S
trem
el-C
ampb
ell,
K. (
1987
). S
hare
and
sha
re a
like:
Con
vent
iona
l ges
ture
s to
em
erge
nt la
ngua
ge f
or le
arne
rs w
ithse
nsor
y im
pair
men
ts. I
n L
. Goe
tz, D
. Gue
ss, &
K.
Stre
mel
-Cam
pbel
l (E
ds.)
, Inn
ovat
ive
prog
ram
des
ign
for
indi
vidu
als
with
dua
l sen
sory
impa
irm
ents
(pp
. 49-
75).
Bal
timor
e: P
aul H
.B
rook
es P
ublis
hing
Co.
Row
land
, C.,
& S
chw
eige
rt, P
. (19
89).
Tan
gibl
e sy
mbo
ls: S
ymbo
licco
mm
unic
atio
n fo
r in
divi
dual
s w
ith m
ultis
enso
ry im
pair
men
ts.
Aug
men
tativ
e an
d A
ltern
ate
Com
mun
icat
ion,
5, 2
26-2
34.
Sieg
el-C
ause
y, E
., &
Gue
ss, D
(19
89).
Enh
anci
ng n
onsy
mbo
licco
mm
unic
atio
n in
tera
ctio
ns a
mon
g le
arne
rs w
ith s
ever
e di
sabi
litie
s.B
altim
ore:
Pau
l H. B
rook
es P
ublis
hing
com
pany
.
Van
derh
eide
n, G
.C.,
& Y
oder
, D.E
. (19
86).
Ove
rvie
w. I
n S.
W.
Bla
ckst
one
(Ed.
), A
ugm
enta
tive
com
mun
icat
ion:
An
intr
oduc
tion
(pp.
1-2
8). R
ockv
ille,
MD
: Am
eric
an S
peec
h-L
angu
age-
Hea
ring
Ass
ocia
tion.
van
Dijk
, J. (
1986
). A
n ed
ucat
iona
l cur
ricu
lum
for
dea
f-bl
ind
child
ren
mul
ti-ha
ndic
appe
d pe
rson
s. I
n D
. Elli
s (E
d.),
Sen
sory
impa
irm
ents
in m
enta
lly h
andi
capp
ed p
eopl
e (p
p. 3
7-38
2). L
ondo
n: C
room
-Hel
m.
Wet
herb
y, A
. M.,
Rei
chle
, J.,
& P
ierc
e, P
. L.,
(199
8). T
he tr
ansi
tion
tosy
mbo
lic c
omm
unic
atio
n. I
n A
. M. W
ethe
rby,
S. F
. War
ren,
& J
. Rei
chle
(199
8). T
rans
ition
s in
pre
lingu
istic
com
mun
icat
ion,
(pp
. 197
-230
).B
altim
ore:
Pau
l H. B
rook
es P
ublis
hing
com
pany
Will
iam
s-Sc
ott,
B.,
& K
ipila
, E. (
1996
). C
ued
spee
ch: A
pro
fess
iona
lpo
int o
f vi
ew. I
n S.
Sch
war
tz (
Ed.
), C
hoic
es in
dea
fnes
s: A
par
ents
guid
e to
com
mun
icat
ion
optio
ns (
pp 1
17-1
25).
NT
AC
63ht
tp://
ww
w.tr
.wou
.edu
/nta
c
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E ICEducating Resources Infammllon Calls
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EFF-089 (1/2003)
