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Oregon Deafblind project - Developing Routines
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Developing Routines & Documenting Student Progress

Introduction

Children who have the ability to see and hear develop an understanding of the world through observation and listening. They have access to events in the environment information that occur around them every day. Using environmental visual and auditory cues, children without disabilities learn to predict events and how they can have influence over those events. For these children, learning takes place incidentally. Enormous amounts of information is processed without intervention or teaching strategies on the part of parent or teacher. Unfortunately this access to incidental learning does not happen for children who are deafblind. Children who are deafblind need specific strategies to help them access information that hearing-sighted children obtain easily and naturally. Routines are one recommended strategy that enhances the learning and provides consistent access to information for children who are deafblind.

Routines as an Effective Teaching Strategy

The world of a child who is deafblind is random and unorganized. Without structured routines, people, events and objects appear with no advanced notice. They also disappear in the same way. The elements of a routine provide a sense of order for a child.

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Western Oregon University | The Research Institute | The Oregon Deafblind Project

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The Oregon Deafblind Project is funded through grant award # H326T130008, OSEP CFDA 84.326T, U.S. Department of Education, Office of Special Education (OSEP), OSEP Project Officer: Susan Weigert.

However, the contents of this site does not necessarily represent the policy of the US Department of Education, and no assumption of endorsement by the Federal government should be made.

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