Posted in curriculum, education, leadership, learning, schools, SEND, teaching, Uncategorized

Teaching strategies and key approaches to support learning for deafblind children

Today we have the concluding part of our fantastic blog piece from Sense Children’s Specialist Services on the key approaches to support learning for deafblind children.

When we talk about deafblind or Multi-Sensory Impaired (MSI) children we mean:

  • Children who have difficulties with sight and hearing and sometimes learning or other additional disabilities.

Key approaches to learning

Building trust

  • Deafblind children may only be aware of other people when they are very close to them, so they take time to develop relationships. Work closely enough for children to pick up information about you through smell, touch and warmth, as well as sight and hearing.
  • Limit the number of different people working with the child, and use personal identifiers – a particular bracelet, for example, which one adult always wears and shows to the child, and a particular song or gesture they always use in greeting.
  • Be alert to very small signals from the child (changes in breathing pattern, for example), and always respond in a way that the child can pick up.
  • Never assume that children know who is with them unless you have specifically told them, and never leave children without telling them that you are going.

Being consistent

  • Deafblind children receive so little information from the world around that events need to happen consistently if they are to make sense. Personal identifiers, for example, must be used every time the child and adult meet.
  • Use routines – carry out dressing, getting ready for dinner, saying goodbye, in exactly the same way each time, in the same place, with the same person if possible, using the same objects. Only introduce changes when you are sure that the child recognises and understands the routine.
  • Keep furniture in the same places and don’t leave bags or other clutter lying around. If children trip or bump into things when they try to explore, they may be deterred from exploring or moving independently.

Helping understanding

  • Tell children what is happening, and going to happen, in a way that they can understand. Cues, such as an armband for swimming or a particular song, can be used to mark the beginnings and ends of events and to identify activities. Some children will use speech or signing or other communication modes – but all need help to anticipate what will happen next.
  • Give access to activities by letting children touch, smell, taste, hold their hands over or under yours, while you make a drink, mix the paint, put the toothpaste on the toothbrush. It takes much longer but gives the child a chance to understand the activity.

Taking time

  • Using limited residual vision or hearing is tiring and very slow. Using touch for information is incredibly slow compared to sight. Deafblind children will take much longer to receive, process and respond to information – think of half hearing a remark someone has made, then realising what they have said a moment later, or trying to find a torch by touch in a power cut.
  • Missing out a stage of a routine because you are running late may stop the child recognising the activity. Making children hurry may mean that they get too little information to make sense of events.

Following the child

  • Give control to the child wherever possible – many deafblind children learn that they cannot affect what happens to them, and so give up trying, and hence learning.
  • Deafblind children may respond to signals that sighted hearing adults do not even notice – the draught from an open door, for example. Try to understand children’s behaviour and to show them the significance of the information they receive.
  • Respond to signals that mean the child wants to finish an activity, or to continue or change it. Give choices wherever possible.

Being supportive

  • Using limited sight and hearing, or operating without sight or hearing, is tiring and often frustrating. Children will need frequent breaks.
  • Conventional play activities may well be demanding rather than relaxing – children will need to relax in their own way.

MSI curriculum – download a copy of the curriculum document for multi-sensory-impaired children, created in 2009 by Heather Murdoch and the MSI unit at Victoria School, Birmingham, and published by Sense.

Find out more about training and consultancy for professionals working with deafblind children and young people.

Sense’s Children’s Specialist Services are a team of specialist advisory teachers, children’s therapists, and children and family support workers. The team provide expert advice and information to deafblind children and young people, their families, carers, and to professionals who work with them. They also provide support in the home, at school, or at Sense’s family’s centres.


Sense RGB 2-col reverse

Sense is a national charity that has supported and campaigned for children and adults who are deafblind for over 50 years. Further information can be found on Sense’s website –


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s