Lesson 4 - Building Relationships

Option 1
You have been asked to come up with a persuasive argument for why it is absolutely critical for children who are deafblind to develop strong, trusting relationships. Write an essay or prepare and give a short presentation that explains your position. Make sure to use specific examples and details.

Option 2
Imagine you are an early intervention provider who is working with a new mom or dad of an infant who is deafblind. The parents tell you they are frustrated because the baby does not seem to make eye contact or respond to their voice. Your job is to develop a plan for how you might approach this situation, including a description of the strategies you would use to help the parents strengthen their bond with their child. For example, what other ways might the baby be responding to their verbal and nonverbal communication? How might the parents build communication with their child into everyday routines?

Option 1: Collaborative Activity
With partners, role-play how introductions should and should not be done with a child who is deafblind. Assign three parts: One person is the teacher (or family member) and another is the child who is deafblind. A third person plays the role of an adult who is being introduced to the child for the first time. Role-play two scenarios:

• An introduction and initial interaction with the new adult that would not be a positive experience for the child. How might the child react to this experience? When done, discuss why this wasn’t a positive experience and why this approach could harm the relationship between the new adult and the child.
• A positive introduction and initial interaction with the new adult. How might the child react to this experience? When done, discuss why this was a positive experience and how it might enhance the relationship between the new adult and the child.

Option 2
You are observing an adult interacting with a child who is deafblind. You know that the adult recently met the child and is hoping to build a relationship. You notice that the adult is encouraging the child to play with a toy that the child clearly does not like. What advice might you give the adult to better “read” the child’s emotions? Write a short response or prepare to discuss your advice.

Option 1
We know that typically, children who are deafblind have good relationships with their parents and other family members, like siblings and grandparents. Prepare a short report or presentation to explain why those relationships are not enough for children who are deafblind. Make sure to include why relationships with peers can be a significant part of a child’s development and quality of life. 

Option 2: Collaborative Activity
Imagine you are a 4th-grade teacher, and you would like to have a student who is deafblind and a hearing-sighted student in your class work together to complete a project. The student who is deafblind

• Wears a cochlear implant, so he has some hearing
• Is totally blind in the left eye but can see bright objects and shapes with his right eye
• Has use of his hands, although he needs support to keep them steady and to hold on to objects
• Sits in a chair with a back brace and board

You know it can be helpful to talk with the hearing-sighted peer about the student’s specific communication challenges. Write a paragraph or two that explains what you might tell the hearing-sighted child to prepare them to be an understanding and sensitive partner of their peer who is deafblind. 

Option 3: Independent or Collaborative Activity
Observe a child who is deafblind and a peer interacting. Take notes on what you see happening, no matter how slight, that shows they may be connecting and building a relationship.

For example, do you observe the children

1. Verbally communicating? Describe how they use their voices (speaking or vocalizing) to interact.
2. Non-verbally communicating? Describe the ways they use their hands and/or bodies to gesture or interact.

Observations could occur at a playgroup or in a classroom or other setting. Summarize your observation in a brief written report.