Communication

What is Communication?

from the OHOA Learning Modules developed by NCDB
(National Center on Deaf-Blindness)

Image of two people using tactile sign to communicate.

Read “What is Communication?” from Remarkable Conversations: A guide to developing meaningful communication with children and young adults who are deafblind

by Marianne Riggio and Barbara Miles (1999)

Borrow Remarkable Conversations from the online Open Library

Images of concrete symbols, abstract symbols, early sounds, facial expressions, simple gestures, body movements, visual, and language

The Communication Matrix is a free assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

Conversations: Connecting and Learning with Persons who are Deafblind

with Barbara Miles

image of woman smiling and talking to smiling baby

Communication for Children and Students who are Deafblind: An Overview of Methods, Assessments, and Technology

with Angel Perez

image of computer screen showing title slide of presentation

Student-Centered AAC Design and Intervention, Part 1

Practical, Collaborative Approaches for Learners with Visual Impairments and Additional Disabilities

by Megan Mogan, MS-CCC-SLP & Christopher Russell, MS. Ed., TVI

image of computer screen with title slide of presentation

Strategies for Creating Communication-Rich Environments for Children who are Deaf-Blind

Everyone communicates. Children who are deaf-blind are communicating all the time. Some children communicate in very obvious ways: speech, signed communication, sign language, pictures and drawings, voice output boards, etc. Other children may communicate in more subtle ways: moving you to an object, standing near a desired object, eye gaze, withdrawal, change in muscle tone, self-injurious behaviors, etc. In many cases, the challenge to service providers and family members is to give the child a more socially appropriate way to communicate. The new system, however, must work as well for the child as the way she or he has communicated in the past or the child will have little motivation to use the new system.

Image of a document.  Header reads California Deaf-Blind Services Fact Sheet.  Title reads Strategies for Creating communication-Rich Environments for Children who are Deaf-Blind

Florida Communication Plan

Information and training is available.

The Communication Plan is a required component of the IEP process for students who have been identified as having the Deaf/Hard of Hearing exceptionality. This includes students who are Dual Sensory Impaired (deaf-blind).