Curriculum

Curriculum drives the educational program that is individualized for students with disabilities. Most students with disabilities have success in learning the same content as non-disabled peers with a range of learning accommodations. Other students may require some modifications to the curriculum to address their specific needs. The key issue for the educational team is designing an effective program that assists the student to learn and socialize with non-disabled peers to the greatest extent possible. Reading and math are two subjects that are critical to a student's overall success.

Deafblindness is a disability of access. Access to incidental learning, access to knowledge of what is going on in the environment, and access to experiences are all limited by the sensory impairments and other issues that occur with deafblindness. A student can access information about their environment to the extent of the functional use of their vision and hearing, or for some students, through the use of tactile learning. Communication and the development of concepts are primary concerns for all students who are deafblind. Deafblindness is a complex disability, and it is a challenge to develop and prioritize educational goals and objectives. Including the priorities of the student and family is essential to this process. A comprehensive approach with team members sharing decision making and integrating educational goals greatly enhances student success.

Some students who are deafblind may be able to learn the same skills and knowledge as their non-disabled peers by using tactile representation, optimal sensory and communicative input (e.g., braille, enlarged print, and tactile sign language), assistive technology, augmentative and alternative modes of communication, and other adaptations. Tactile representation is an important element of deafblind education, and is essential for some students who are deafblind. Tactile representation ranges from tangible object symbols to tactile maps, and must be presented in a way that makes sense to a student who perhaps has not seen or experienced the concept or event. A toy computer, for example, may be meaningless because it simply feels like a bumpy block of plastic. Whereas, a computer mouse pad or a tactile keyboard overlay are tangible objects that can be touched and also associated with the specific activity for which they are used. Team members should consider the student's experience and modes of sensory input when using tactile representation.

Some students may require some modifications to the general education curriculum. Additional skills and knowledge may be necessary to help a student learn and become independent. Problem solving and independence are particularly critical skills. Giving students opportunities to perform tasks as fully and independently as possible can target these skills. Using objects and routines in the everyday environments as opportunities for cognitive development develops problem-solving skills, strengthens orientation and mobility skills, and improves communication.