As summer draws to a close in the US, families across the country are preparing for the return to school. For families with children who have peroxisomal disorders, this time of year can bring unique challenges and concerns. At the Global Foundation for Peroxisomal Disorders (GFPD), we understand the complexities that these families face and are here to provide guidance and support as you navigate the new school year.
In this blog series, we’ll explore the Pyramid of Learning for deafblind learners, discuss special accommodations and modifications for children with deafblindness, share recommended techniques to be used with deafblind learners, emphasize the importance of Individualized Education Programs (IEPs), and more.
PART ONE:
PYRAMID OF LEARNING
The Pyramid of Learning can quickly help parents, students, and professionals to identify the significant differences between typical learning and deafblind learning. Combined hearing and vision loss creates a barrier to accessing information. Therefore, the pyramid is often inverted for learners who are deafblind.
TYPICAL LEARNING
The first model illustrates learning for typical children who do not have combined vision or hearing loss.
At the base of the pyramid is Incidental Learning, which occurs organically. Children with normal vision and hearing continuously receive an uninterrupted steady stream of sensory information. This type of learning method does not require much effort and, as depicted in the pyramid, represents the most significant way typical learners acquire information.
The middle section of the pyramid focuses on Secondary Learning, which may occur when a teacher is presenting information.
At the top of the learning pyramid for typical learners is Direct Learning, which represents the least utilized method involving hands-on experiences.
DEAFBLIND LEARNING
The second model, which is a complete reversal of the first, illustrates the learning process for children with combined vision and hearing loss. For deafblind learners, typical learning methods are ineffective and do not occur naturally. Hands-on experience becomes crucial, making Direct Learning the most significant way these children acquire information.
The middle section of the pyramid, representing Secondary Learning, is far more challenging for students with combined vision and hearing loss.
At the top of the pyramid, where Incidental Learning was most prominent for typical learners, now represents the smallest portion of learning for deafblind learners. This type of learning is ineffective because the flow of information is often interrupted, distorted, or entirely absent due to their combined vision and hearing loss.
This pyramid can be a valuable tool for educational teams to better understand the unique disability of access that occurs with a deafblind learner, and how important it is to collaborate to find ways to deliver an education in an accessible way.
This pyramid model is a valuable tool for educational teams, offering crucial insights into the unique challenges of learning with deafblindness. The model demonstrates how “children who are deaf-blind have very limited ‘incidental learning,’ which sighted-hearing children gather naturally, such as from observing others or watching others, observing objects and actions, and listening to voices and other sounds. Children with deaf-blindness need to be intentionally taught these concepts and ideas.”
Additionally, this pyramid underscores the necessity of collaboration in devising strategies to provide access for the deafblind learner to their education, communication and environment. Sharing this information with your GFPD Warriors’ educational team members and other service providers can foster a deeper understanding of the significant differences between typical learning and deafblind learning.
Keep an eye out for our next blog post in this series, where we will explore how various modifications and accommodations can assist deafblind learners.
Written By Katie Sacra and Margaret Reimann
Sources: A Family’s Guide to Interveners, deafchildren.org, National Center on Deafblindness