Communication
for Children with Deafblindness, or Visual and Multiple Impairments

Building Security

image of video player with one woman sitting at a table and a caption below

Sara Kitchen Presents:

Introduction to Building Security,
a video tutorial companion.

From the Web Series: Part 2 of 7

First: watch, listen and wait

  • Pace/Rhythm: each person has their own pace. Think about fast paced people who may talk quickly, move quickly, or shift their attention quickly. There are also slow paced people who may talk more slowly, have low quiet voices, move slowly. What kind of pace does your student have?
  • Gauge emotional state: start interacting when the child is open to it.
  • Find out about what kinds of topics, sensory input, objects, people your student likes from others who know the child : we have created a Likes and Dislikes Form (link to likes/dislikes form-is this already posted somewhere on the site?) to help compile this information.

Find out what interests your student by interacting with them

See what the child does, but do not try to control the situation by “teaching” anything. This is the time when we are letting the student teach us about him or herself.

  • Offer objects without any expectation of what the child will do with the object.
  • Make your hands available with your hands open, your palms up.
  • Provide Inhibiting or Excitatory Sensory Input if necessary, or allow the child to regulate him/herself.
  • Together, create a unique greeting ritual out of something you both enjoy. This is something you will do whenever you greet the child so that they can get ready to interact with you. This will be different from what others do with the child. It may take several sessions of getting to know the child for this to naturally evolve.