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Technology-Based Communication Interventions for Students Who Are Deafblind

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Title: Technology-Based Communication Interventions for Students Who Are Deafblind
Language: English
Authors: Christopher Brum (ORCID 0000-0002-5454-9520), Kristi Probst, Wendy Buckley
Source: TEACHING Exceptional Children. 2025 58(2):128-136.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Interpersonal Communication, Deaf Blind, Technology Uses in Education, Students with Disabilities, Assistive Technology, Teamwork, Communication Skills, Student Needs, Augmentative and Alternative Communication, Environmental Influences
DOI: 10.1177/00400599251328376
ISSN: 0040-0599
2163-5684
Abstract: Communication is a critical area of development for students who are deafblind, as a combination of the dual sensory loss results in limited access to auditory and visual information, which may be distorted, significantly reduced, or completely absent. Technology can be highly effective in supporting students with disabilities to access instruction that may have otherwise been unattainable. More specifically, assistive technology (AT) improves students' functioning through the use of devices and services. However, because of a lack of preparation, general and special education teachers often struggle with understanding how to identify and implement appropriate AT supports for their students. This article looks to guide teachers through the process of utilizing a structured framework to identify technology-based communication supports for students who are deafblind.
Abstractor: ERIC
Entry Date: 2026
Accession Number: EJ1493731
Database: ERIC
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  Value: <anid>AN0190255297;tec01nov.25;2025Dec17.04:50;v2.2.500</anid> <title id="AN0190255297-1">Technology-Based Communication Interventions for Students Who Are Deafblind </title> <p>Graph</p> <p>Technology can be highly effective in supporting students with disabilities to access instruction that may have otherwise been unattainable. More specifically, assistive technology (AT) improves students' functioning through the use of devices and services ([<reflink idref="bib17" id="ref1">17</reflink>]). AT helps individuals access information and communication and essential activities of daily living and includes supports such as hearing aids, mobility devices, voice-output devices, and mechanisms to control lighting, among other pieces of equipment that may be low or high technology ([<reflink idref="bib4" id="ref2">4</reflink>]). However, because of a lack of preparation, general and special education teachers often struggle with understanding how to identify and implement appropriate AT supports for their students ([<reflink idref="bib27" id="ref3">27</reflink>]).</p> <p>When most people hear the term "deafblind" or "deafblindness," they immediately think of someone with no usable hearing or vision or completely deaf and completely blind. In reality, deafblindness is a rare disability that encompasses a continuum of combined vision and hearing loss ([<reflink idref="bib25" id="ref4">25</reflink>]). Consequently, access to information presented at a distance is limited and often fragmented, requiring children with a dual sensory loss to interact with others and their environment in unique ways, such as touch. Some other deafblind individuals communicate using speech and sign language. When someone is deafblind, the combination of the dual sensory impact results in limited access to auditory and visual information, which may be distorted, significantly reduced, or completely absent ([<reflink idref="bib21" id="ref5">21</reflink>]). Of the population of children who are deafblind, the [<reflink idref="bib25" id="ref6">25</reflink>] estimates that 99% have at least some degree of functional hearing or vision. Residual vision and hearing can support access to the immediate context for individuals who are deafblind and increase opportunities to maneuver within the environment, visually access sign language, and recognize familiar sounds, speech, and people ([<reflink idref="bib23" id="ref7">23</reflink>]).</p> <p>For an individual who is deafblind, communication is a critical area of development because it is greatly impacted by the concomitant sensory loss ([<reflink idref="bib26" id="ref8">26</reflink>]). It serves as a means for self-expression, provides access to the immediate environment, and serves as a vehicle to foster social interactions with others ([<reflink idref="bib6" id="ref9">6</reflink>]). Communication forms for individuals who are deafblind vary in complexity and include a combination of forms, including gestures, manual signs (visual and tactile), objects, pictures, fingerspelling, braille, print, and speech ([<reflink idref="bib13" id="ref10">13</reflink>]). Communication programming for individuals who are deafblind is highly individualistic, child-guided, and systematic ([<reflink idref="bib15" id="ref11">15</reflink>]), involving the individual, their communication partner, and the environment ([<reflink idref="bib3" id="ref12">3</reflink>]). Communication interventions focus on specific forms (modes), functions (intents), content (vocabulary), and context, which includes routine, environment, communication partner, and pragmatics ([<reflink idref="bib2" id="ref13">2</reflink>]; [<reflink idref="bib21" id="ref14">21</reflink>]). Also, because of the unique needs each individual who is deafblind presents, familiar and trusted communication partners are essential to support receptive input and expressive output for individuals who are deafblind ([<reflink idref="bib6" id="ref15">6</reflink>]).</p> <p>There is a strong connection between communication and literacy for individuals who are deafblind ([<reflink idref="bib9" id="ref16">9</reflink>]). Literacy for this group of students transcends traditional printed text and braille to include the integration of multiple forms of communication and technology ([<reflink idref="bib10" id="ref17">10</reflink>]). Classic literacy lessons that support communication development for individuals who are deafblind are integrated into the routine of the day and include daily schedule, story boxes, experience books, interactive home-school journals, and choice making ([<reflink idref="bib21" id="ref18">21</reflink>]). Shared reading has been shown as an effective way to integrate communication development ([<reflink idref="bib8" id="ref19">8</reflink>]) and promote comprehension ([<reflink idref="bib11" id="ref20">11</reflink>]) at home and in school.</p> <p>Utilizing technology for individuals who are deafblind can serve as an effective means to support communication programming and development. Although there has not been a sufficient number of studies to deem technology-based interventions as evidence-based practice across all students with sensory impairments, there is promising evidence to support the use of this practice ([<reflink idref="bib15" id="ref21">15</reflink>]; [<reflink idref="bib18" id="ref22">18</reflink>]; [<reflink idref="bib21" id="ref23">21</reflink>]). Research on related populations, such as students with complex support needs, is relevant and helpful when considering technology because most students who are deafblind typically have additional impairments, including intellectual disabilities ([<reflink idref="bib4" id="ref24">4</reflink>]). When identifying evidence-based interventions for communication development for students with complex needs, technology and augmentative and alternative communication (AAC) can be an effective means to support expressive and receptive communication efforts and should be available to all students ([<reflink idref="bib28" id="ref25">28</reflink>]). Supports to increase visual, auditory, and tactile access can be activated or added to an AAC device for a student who is deafblind, such as labels with enlarged text, voiceover controls, or tactile overlays.</p> <p>"Utilizing technology for individuals who are deafblind can serve as an effective means to support communication programming and development</p> <p>It is important to assess current levels of performance before implementing any type of communication programming. Due to the heterogeneous nature of deafblindness, the flexibility required when administering assessments, and the lack of inclusion of students who are deafblind in norming groups, standardized assessments as a sole measurement of functioning are not recommended for this group of students ([<reflink idref="bib5" id="ref26">5</reflink>]). Rather, specific considerations when assessing students who are deafblind are necessary ([<reflink idref="bib24" id="ref27">24</reflink>]). These include assessing across multiple familiar environments, including different adults who are familiar with the student, and inclusion of functional vision and hearing measures ([<reflink idref="bib5" id="ref28">5</reflink>]; [<reflink idref="bib15" id="ref29">15</reflink>]). Additionally, [<reflink idref="bib7" id="ref30">7</reflink>] described meaningful assessment for a student who is deafblind focuses on the student's specific characteristics (impact of disability, sensory characteristics, communication needs, behaviors, and attention/alertness), the environment (lighting, positioning, ambient distractions, noise levels), and the assessor's characteristics (experience with deafblindness, ability and access to appropriate assessment tools, and familiarity with the student).</p> <p>It is crucial for educators to identify media for learning that utilizes appropriate sensory channels ([<reflink idref="bib19" id="ref31">19</reflink>]). The Functional Vision and Learning Media Assessment is a critical tool to systematically assess the visual functioning and need for alternate or adapted educational media for a student who is deafblind ([<reflink idref="bib29" id="ref32">29</reflink>]). The functional vision assessment aspect of the tool measures how the student utilizes the vision they have to perform familiar tasks throughout the day across familiar environments. The learning media assessment focuses on the optimal learning and reading formats, which can include print, enlarged text, braille, or other formats ([<reflink idref="bib22" id="ref33">22</reflink>]). Together, these tools are essential measurements of how a student who is deafblind is accessing their environment and can assist in identifying the optimal learning media to use during instruction and within a communication system.</p> <p>For all students, assessing current functioning is essential before implementing any type of intervention. Table 1 describes resources that can be useful when assessing a student who is deafblind, especially before deciding whether to implement a new communication system. Communication is a critical area of development for students who are deafblind, and technology can be a highly effective means of supporting expressive and receptive functions for this group of students. This article looks to guide a teacher through the process of utilizing a structured framework to identify technology-based communication supports for a student who is deafblind.</p> <p>"Communication is a critical area of development for students who are deafblind, and technology can be a highly effective means of supporting expressive and receptive functions for this group of students</p> <p>Table 1 Resources to Support Assessment of Students Who Are Deafblind</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left">Resource</th><th align="center">Description</th><th align="center">Access</th></tr></thead><tbody><tr><td>Functional Vision and Learning Media Assessment (FVLMA; <xref ref-type="bibr" rid="bibr29">Stanford & Burnett, 2008</xref>)</td><td>FVLMA is an assessment to measure a learner's visual functioning and needs for adapted educational media. The FVLMA is peer reviewed by leaders in the field of sensory impairments and is a widely used tool.</td><td><ext-link ext-link-type="url" href="https://www.aph.org/product/fvlma-kit" /></td></tr><tr><td><xref ref-type="bibr" rid="bibr24">National Center on Deafblindness (NCDB) Assessment Guide (NCDB, 2020)</xref></td><td>This comprehensive guide identifies the essential components of assessment and includes specific strategies commonly used with children who are deafblind.</td><td><ext-link ext-link-type="url" href="https://documents.nationaldb.org/AppropriateAssessmentStrategies%5fa.pdf" /></td></tr><tr><td>CEEDAR Center Evidence-Based Practices for Students With Sensory Impairments (<xref ref-type="bibr" rid="bibr15">Ferrell et al., 2014</xref>)</td><td>This Innovation Configuration provides research-based strategies for working with learners who are blind/visually impaired, deaf/hard of hearing, and deafblind.</td><td><ext-link ext-link-type="url" href="http://ceedar.education.ufl.edu/tools/innovation-configurations/" /></td></tr><tr><td>High-Leverage Practices in Special Education (<xref ref-type="bibr" rid="bibr1">Aceves & Kennedy, 2024</xref>)</td><td>A publication produces by the CEEDAR Center and Council for Exception Children that describes the evidence-based practices for working with children with disabilities.</td><td><ext-link ext-link-type="url" href="https://exceptionalchildren.org/store/books/high-leverage-practices-students-disabilities-2nd-edition" /></td></tr></tbody></table> </ephtml> </p> <hd id="AN0190255297-2">The Student, Environment, Tasks, Tools Framework for Students Who Are Deafblind</hd> <p>The student, environment, tasks, tools (SETT) framework is a tool to support educational teams to develop a shared vision for the implementation of AT for a student with disabilities ([<reflink idref="bib31" id="ref34">31</reflink>], [<reflink idref="bib32" id="ref35">32</reflink>]). By using key questions to guide discussions and planning regarding the student's needs, the learning environment, and specific instructional tasks, the SETT framework keeps the focus on the student and their needs rather than the specific device or support ([<reflink idref="bib12" id="ref36">12</reflink>]). School teams frequently use the SETT framework to gather information to guide team decision-making regarding the benefits of implementing AT ([<reflink idref="bib14" id="ref37">14</reflink>]; [<reflink idref="bib30" id="ref38">30</reflink>]). Given the diverse needs students who are deafblind have across multiple domains, the SETT framework can serve as an effective means to support teams to consider the multiple facets that can influence and impact successful implementation of AT to support communication development and match students' specific needs with appropriate AAC technology ([<reflink idref="bib20" id="ref39">20</reflink>]).</p> <p>"Given the diverse needs students who are deafblind have across multiple domains, the SETT framework can serve as an effective means to support teams to consider the multiple facets that can influence and impact successful implementation of AT</p> <hd id="AN0190255297-3">Preparation</hd> <p>When using the SETT framework to guide communication programming for students who are deafblind, key areas of preparation are developing the team and assessing their communication skills. The process is intended to be an interactive collaborative conversation among the team members that allows perspectives from different disciplines and insights from individuals with different relationships with the student. For example, a sibling or respite provider may have a different understanding of the student and their communication strengths compared to their physical therapist. Table 2 provides questions from the SETT framework and additional questions specific to students who are deafblind to help support the collaborative conversations.</p> <p>Table 2 Questions to Support Collaborative Conversations</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /></colgroup><thead><tr><th align="left">SETT framework guiding questions</th><th align="center">Additional questions for students who are deafblind</th></tr><tr><th align="left" colspan="2">The student</th></tr></thead><tbody><tr><td>What are the student's special needs?</td><td>What is the student's diagnosis?</td></tr><tr><td>What are the student's current abilities?</td><td>What are the student's current levels of vision and hearing?</td></tr><tr><td>What does the student need to do?</td><td>What are the results of the student's most current FVLMA?</td></tr><tr><th align="left" colspan="2">Environment</th></tr><tr><td>What materials and equipment are currently available in the environment?</td><td>What is the student's current communication system (include specific communication forms; i.e., objects, gestures, etc.)?</td></tr><tr><td>What is the physical arrangement? Are there special concerns?</td><td>How does the student access their environment? Are there any orientation and mobility concerns?</td></tr><tr><td>What is the instructional arrangement? Are there likely to be changes?</td><td>Does the student require specific positioning to engage in certain activities?</td></tr><tr><td>What resources are available to the people supporting the student?</td><td>Who frequently works with the student in each environment?</td></tr><tr><td>What supports are available to the student?</td><td>Who are the student's familiar communication partners?</td></tr><tr><th align="left" colspan="2">Tasks</th></tr><tr><td>What activities take place in the environment?</td><td>What are the communication expectations for the activity?</td></tr><tr><td>What activities support the student's curriculum?</td><td>Are there specific material considerations for the student (e.g., glare, slant board, position in lower visual field, etc.)?</td></tr><tr><td>What are the critical elements of the activities?</td><td>Does the student require additional support for certain parts of the activity?</td></tr><tr><td>How might the activities be modified to accommodate the student's special needs?</td><td>Are modifications for vision and hearing being considered?</td></tr><tr><td>How might technology support the student's active participation in those activities?</td><td>What additional considerations can increase the student's engagement and participation?</td></tr><tr><th align="left" colspan="2">Tools</th></tr><tr><td>What strategies might be used to invite increased student performance?</td><td>How can aspects from the student's current communication system be integrated into the AAC technology system?</td></tr><tr><td>What no-tech, low-tech, and high-tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments?</td><td>Does the device require additional supports for the student to have optimal access (e.g., braille or tactile overlay, wheelchair mount, textures added to home keys, etc.)?</td></tr><tr><td>How might these tools be tried out with the student in the customary environments in which they will be used?</td><td>Will the adoption of the AAC technology increase the student's opportunities for communication?</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Source.</emph> Adapted from [<reflink idref="bib31" id="ref40">31</reflink>].</p> <p>2 <emph>Note.</emph> AAC = augmentative and alternative communication; FVMLA = Functional Vision and Learning Media Assessment; SETT = student, environment, tasks, tools.</p> <hd id="AN0190255297-4">Developing the team</hd> <p>The core team members from school can include members of the student's individual education program (IEP) team, such as general and special educators, speech language pathologists (SLP), occupational and physical therapists (OT/PT), and other related service providers that may support the student (e.g., teacher of the visually impaired [TVI], audiologist, and/or paraeducator/intervener). Families, friends, and other individuals familiar with the student are also essential to the process and can include parents, siblings and extended family, peers, neighbors, and community members. Regardless of their role, when identifying supports necessary for communication programming for students who are deafblind, it is essential to bring together an IEP team that consists of the family, familiar communication partners, all related service providers, and familiar individuals from the environments where the individual will be communicating consistently ([<reflink idref="bib16" id="ref41">16</reflink>]). For example, a special education teacher familiar with the student can provide input on the communication demands of a literacy lesson; the SLP can provide suggestions on vocabulary or communication forms; the OT/PT can provide input on the student's motor abilities, positioning, and mounts for a wheelchair; and the TVI can suggest the optimal size of the icons on the AAC device. Similarly, the teacher of the deaf/hard-of-hearing (TOD) can provide valuable insights on the use of hearing aids, identify best placement for auditory access, and conduct informal functional hearing evaluations to assess how the student is using their residual hearing and make recommendations. Family members can provide information on the student's likes and preferences, and consultation with other individuals, such as a bus driver, can share unique pieces of information that may not be known to others outside of that context, such as favorite landmarks along the bus route to school or a preferred seat partner.</p> <p> <emph>Before starting to complete the SETT framework, Charlie and Nick's teachers needed to gain a comprehensive understanding of each of their abilities. Individual teams were developed that reflected the multidimensional needs they both have and the supports they require. Charlie's team included his TVI, who introduced him to the electronic braille keyboard; his TOD, who recently conducted a functional hearing assessment and supports his hearing aid use; and his special education teacher, SLP, and intervener, who collaborated to develop his communication system. For Nick, his team included his special education teacher and 1:1 paraprofessional, who have worked with him for 2 years and are very familiar with his overall functioning; his audiologist, who supports the use of his</emph> bone-anchored hearing aids (BAHAs); <emph>the behaviorist that has created a plan to decrease his</emph> self-injurious behaviors (SIBs); <emph>and the SLP, who has encouraged and supported his use of an AAC device to improve expressive communication.</emph></p> <hd id="AN0190255297-5">Assessing Communication Skills</hd> <p>To best identify AT to support communication development for students who are deafblind, the SETT framework considers multiple areas to build a shared vision for the student. The goal is to ensure the tool selected is accessible to the student across home, school, community, work, and other environments ([<reflink idref="bib32" id="ref42">32</reflink>]). Optimal alignment between the student's needs/abilities and environments can ensure that the AAC device will be used in school and at home and will be less likely abandoned. When approaching each area, it is imperative for team members to remember that the intent is to engage in conversation to collaboratively develop a shared vision of how AAC technology can support communication by considering the individual student, the environment, and the tasks. To support collaborative team conversations, Figure 1 can be used as a guide to collect information on the student and their needs.</p> <p>Graph: Figure 1 Student, environment, tasks, and tools considerations for technology-based communication supports for students who are deafblind Source. Adapted from [<reflink idref="bib32" id="ref43">32</reflink>].</p> <hd id="AN0190255297-6">The student</hd> <p>To begin the discussion, the team focuses on the student to develop a shared understanding of their strengths and identify areas of support for communication. The intent of this section is for the team to discuss the student's characteristics related to their needs and abilities for the areas identified. This includes examining the student's functional performance and identifying level of independence, potential barriers, and areas of concern. Specific considerations include the student's disability diagnosis, skills, and abilities. This includes specific considerations for functional levels of vision and hearing and motor, communication, adaptive behavior, and academic skills. Specifically for students who are deafblind, teams should consider whether the student is a presymbolic or symbolic communicator, the communication forms they frequently utilize, and the functions of their messages ([<reflink idref="bib5" id="ref44">5</reflink>]).</p> <hd id="AN0190255297-7">Environments</hd> <p>After the team has discussed the student's characteristics, the conversation can shift to focus on the environments where the AT, including AAC devices and adaptive equipment, will be frequently used. Environmental factors that may impact a student who is deafblind include the setting, positioning, material access, and ambient factors. Teams are encouraged to think about different locations, contexts, and settings rather than broad environments because the expectations and activities may significantly differ from one activity or setting to another. For example, "school" is a broad environment that consists of different contexts and activities that occur across different locations. Even within the classroom, there may be different areas that have different expectations. Positioning as it relates to physical access and mobility must be considered. For example, a shared reading activity where the student is expected to sit on the floor may require additional bolsters for optimal physical access, and for the same student, an activity where students are required to access different locations within the classroom might require additional mobility equipment. Material access includes accounting for the student's residual vision and hearing, which may include items such as a slant board to raise a book for visual access, an FM system (frequency modulation assistive listening device) or glasses, and hearing aids. Ambient factors are also vital to consider, including overhead and natural lighting that may cause glare or residual noise from the hallway or other students in the same room. Additionally, architectural considerations must also be taken into account, such as space for equipment and access to electrical outlets. Consider how the environment may impact student needs and access to the activity.</p> <hd id="AN0190255297-8">Tasks</hd> <p>Identifying and discussing the activities and tasks is a way to determine the expectations for the students and identify opportunities they have throughout the day to engage in communication. It is important to consider how other students are participating in the activity because engaging in the same task does not always achieve the same outcome for all students. Think specifically about how the student who is deafblind will engage in the task and how visual, auditory, and physical engagement can be ensured and maintained. Each activity has different expectations and communication needs and may require different positioning and mobility supports. Providing the team with an opportunity to discuss the tasks and activities the student routinely participates in may elicit new opportunities for activities and engagement. For students who are deafblind, it is important to consider how information is being presented related to the student's sensory abilities and the structures that are required to help the learner to understand the task. For example, if the student responds best to tactile input paired with auditory feedback, how can these supports be authentically added to the task to ensure optimal access? Relatedly, to sustain engagement, are the supports ongoing and throughout the task or simply focused on one specific step? Teams must keep in mind that the skills necessary to participate in an activity do not exist in isolation but rather are clustered with other skills that are used in sequence or simultaneously to participate in the activity. Skills may also cross over multiple domains, such as motor, sensory, and cognitive, so it is imperative that teams consider the task as a whole and also the discrete skills and domains involved to support a student's participation and communication. Lastly, it is also important for teams to consider existing or potential barriers impeding access and engagement with certain tasks and what supports can be implemented to overcome the identified barriers. For example, are opportunities for students to respond during the activity varied across visual, auditory, and tactile modalities, or is a particular sensory channel preferred? Can additional modalities be integrated into the activity to increase opportunities for participation?</p> <hd id="AN0190255297-9">AAC technology to support communication</hd> <p>Once a clear understanding of the student, their learning environments, and the activity expectations has been achieved, the team can begin to pivot toward discussing AAC technology to support communication for the student who is deafblind. At this point, teams should consider all options, including low-, medium-, and high-tech options, to support the student across their routine environments. This leads to discussions about devices, supports, and services that create a system of tools that works together to support the student's communication across in a variety of settings. The student characteristics must still be considered; for example, a student who is deafblind and has low vision may be able to use an iPad as a voice-output device when a tactile overlay is added that allows them to use their residual vision and sense of touch to quickly identify core vocabulary. Apps, such as Proloquo2go, allow for the customization of cells so that vocabulary and phrases can be presented in manageable sizes and quantities. Components can also be added to existing hardware to increase accessibility for a student who is deafblind. For example, a Bluetooth toggle switch can be used to control a mouse and positioned on the student's tray with a tactile label, or a keyboard enhanced with braille can allow a student to type their response.</p> <hd id="AN0190255297-10">Implementing Technology for Communication</hd> <p>Once the team has discussed the student's characteristics, the environments, activities, and tools for communication, it must consider whether there is a need to implement AT (including AAC devices and adaptive equipment) to support the student's communication goals and skills. Ultimately, the team is synthesizing the information collected to identify the tools, devices, services, and strategies that the student requires to optimize their communication across the identified environments. The SETT framework can support multiple phases of identifying AT for communication development for students who are deafblind. This includes support device selection, measuring frequency of use, and overall implementation across environments. Therefore, it is important to periodically reengage in the collaborative team conversations using the SETT framework as a guide.</p> <p> <emph>Charlie and Nick's educational teams engaged in collaborative conversations using the SETT framework and worked together to outline their communication needs and identify appropriate technological supports that will benefit them across environments. Because of these efforts, Charlie received an iPhone from the I Can Connect Program. The iPhone is paired with a braille display through the built-in voice-over accessibility feature. Charlie navigates the iPhone by using a combination of braille commands and voice-over gestures. He uses a text-based AAC app—Speech Assistant AAC—to answer questions, make requests, and interact with "Alexa" on the Amazon Echo smart speaker. Charlie enjoys playing interactive games, requesting music, and listening to stories on the smart speaker. He has learned the sequence of steps to wake up the speaker, state a command, and answer a series of questions to set the activity options. Charlie constructs his request to begin with gaining the attention of Alexa, followed by his request, and further interacts to set game options within the 8-second response time before the speaker times out. He demonstrates attentiveness to the task and a strong focus to answer each question accurately and quickly based on his preferences.</emph> </p> <p> <emph>Charlie enjoys volunteer work at a local animal shelter. He carries his iPhone/braille display in a small bag, where it is readily available to him. He uses the device to exchange greetings with his supervisor, request an assignment, and communicate with his peers. He also uses a wearable GoTalk Button, a single-message portable device, to communicate urgent needs (e.g., "I need help" or "I need the bathroom").</emph> </p> <p> <emph>As a result of his team engaging in collaborative conversations using the SETT framework, Nick was introduced to the process of "scanning" by being presented with two choices and using his two hands to represent the choices (e.g., left hand is music player, right hand is vibrating massager or left hand is more, right hand is finished). The choices were presented to him verbally while simultaneously tapping the corresponding hand. Nick learned to respond by raising the hand of his choice slightly to indicate his response.</emph> </p> <p> <emph>After a follow-up conversation using the framework, the team supported Nick to progress to using a wearable GoTalk Select AAC device on a clip attached to his belt with a tactile symbol on each button. The device records and stores 12 messages in three levels on four buttons; however, Nick primarily accessed messages on a single level. He accessed the device by moving between buttons to communicate essential needs ("I want my hat," "I'm finished," "I need a break," "I need the bathroom").</emph> </p> <p> <emph>After the third collaborative conversation, an iPad with the GoTalk Now app using two-switch auditory scanning was gradually introduced. Initially, Nick used a single Bluetooth switch containing two side-by-side buttons; however, the design of the unit and close proximity of the buttons proved difficult for him. The setup was altered to utilize individual button switches affixed to the iPad case and a wired interface. Over time, the switches were moved farther apart to their current position on either side of the iPad case. Nick now uses a multilevel array in the GoTalk Now app. He uses one hand to move between the two button switches to scan categories and through multiple levels to make choices, express feelings, or participate in activities.</emph> </p> <ref id="AN0190255297-11"> <title> References </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Aceves T. C., Kennedy M. J. (Eds.) (2024). High-leverage practices for students with disabilities (2nd edition). Council for Exceptional Children and CEEDAR Center.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref13" type="bt">2</bibl> <bibtext> Bruce S. M. (2002). Impact of a communication intervention model on teachers' practice with children who are congenitally deafblind. Journal of Visual Impairment & Blindness, 96(3), 154–168.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref12" type="bt">3</bibl> <bibtext> Bruce S. M., Bashinski S. M. (2017). The trifocus framework and interprofessional collaborative practice in severe disabilities. American Journal of Speech-Language Pathology, 26(2), 162–180. https://doi.org/10.1044/2016_AJSLP-15-0063</bibtext> </blist> <blist> <bibl id="bib4" idref="ref2" type="bt">4</bibl> <bibtext> Bruce S. M., Ivy S. E., Brum C. (2024). Severe and multiple disabilities. In Kauffman J. M., Hallahan D. P., Pullen P. C. (Eds.), Handbook of special education (3rd ed., pp. 327–359). Routledge.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref26" type="bt">5</bibl> <bibtext> Bruce S. M., Luckner J. L., Ferrell K. A. (2018). Assessment of students with sensory disabilities: Evidence-based practices. Assessment for Effective Intervention, 43(2), 79–89. doi.org/10.1177/15345084177083</bibtext> </blist> <blist> <bibl id="bib6" idref="ref9" type="bt">6</bibl> <bibtext> Bruce S. M., Nelson C., Perez A., Stutzman B., Barnhill B. A. (2016). The state of research on communication and literacy in deafblindness. 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Instructional strategies to support shared reading with students who are deafblind. British Journal of Visual Impairment, 41(3), 504–516. https://doi.org/10.1177/02646196221077219</bibtext> </blist> <blist> <bibtext> Brum C., Bruce S. M. (2023b). Shared reading with students who are deafblind: Instructional materials and learning environments. Journal of Visual Impairment & Blindness, 117(6), 418–428. https://doi.org/10.1177/0145482X2311839</bibtext> </blist> <blist> <bibtext> Brum C., Bruce S. M. (2024). Comprehension for students who are deafblind: Perspectives from teachers, interveners, and parents. Communication Disorders Quarterly, 45(3), 170–180. https://doi.org/10.1177/1525740123116921</bibtext> </blist> <blist> <bibtext> Da Fonte A., Boesch M. C., Dodd R. E., Bennett B. P., Edwards-Bowyer M. E. (2016). The SETT framework: SETTing the classroom for communication success. DADD Online, 3(1), 108–122.</bibtext> </blist> <blist> <bibtext> Dammeyer J., Ask Larsen F. (2016). Communication and language profiles of children with congenital deafblindness. British Journal of Visual Impairment, 34(3), 214–224. https://doi.org/10.1177/0264619616651301</bibtext> </blist> <blist> <bibtext> Evmenova A. (2020). Implementation of assistive technology in inclusive classrooms. In Chambers D. (Ed.), Assistive technology to support inclusive education (pp. 177–193). Emerald. https://doi.org/10.1108/S1479-363620200000014014</bibtext> </blist> <blist> <bibtext> Ferrell K. A., Bruce S., Luckner J. L. (2014). Evidence-based practices for students with sensory impairments (Document No. IC-4). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center. <ulink href="http://ceedar.education.ufl.edu/tools/innovation-configurations/">http://ceedar.education.ufl.edu/tools/innovation-configurations/</ulink></bibtext> </blist> <blist> <bibtext> Floyd K., Galyon C. L., Floyd-Norris K. (2020). Overcoming barriers: Use of assistive technology to access curriculum. TEACHING Exceptional Children, 52(6), 436–439. https://doi.org/10.1177/00400599209361</bibtext> </blist> <blist> <bibtext> Gargiulo R. M., Bouck E. C. (2021). Special education in contemporary society: An introduction to exceptionality (7th ed.). Sage.</bibtext> </blist> <blist> <bibtext> Hartmann E. (2016). Instructional strategies: A universal design for learning approach. In Sacks S. Z., Zatta M. C. (Eds.), Keys to educational success: Teaching students with visual impairments and multiple disabilities (pp. 204–226). AFB Press and Perkins School for the Blind.</bibtext> </blist> <blist> <bibtext> Herzberg T. S., Rosenblum L. P., Robbins M. E. (2017). Teachers' experiences with literacy instruction for dual-media students who use print and braille. Journal of Visual Impairment & Blindness, 111(1), 49–59. https://doi.org/10.1177/0145482X17111001</bibtext> </blist> <blist> <bibtext> Jones B. A., Peterson-Ahmad M., Fields M., Williams N. (2021). Training preservice teachers to match assistive technology to student needs. Journal of Special Education Technology, 36(4), 271–283. https://doi.org/10.1177/0162643420918337</bibtext> </blist> <blist> <bibtext> Luckner J. L., Bruce S. M., Ferrell K. A. (2016). A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Communication Disorders Quarterly, 37(4), 225–241. https://doi.org/10.1177/1525740115597507</bibtext> </blist> <blist> <bibtext> McCarthy T., Anderson D., Emerson R. W. (2023). Components of valid learning media assessments. Journal of Visual Impairment & Blindness, 117(6), 407–417. https://doi.org/10.1177/0145482X231188700</bibtext> </blist> <blist> <bibtext> Miles B., McLetchie B. (2008). Developing concepts with children who are deafblind. 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Effects of assistive technology instruction on pre-service teachers: A systematic review. Journal of Special Education Technology, 39(3), 349–362. https://doi.org/10.1177/01626434231210988</bibtext> </blist> <blist> <bibtext> Peckham-Hardin K. D., Hanreddy A., Ogletree B. T. (2018). Preparing teachers to facilitate communication skills in students with severe disabilities (Document No. IC17). University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center. <ulink href="http://ceedar.education.ufl.edu/tools/innovation-configurations/">http://ceedar.education.ufl.edu/tools/innovation-configurations/</ulink></bibtext> </blist> <blist> <bibtext> Sanford L., Burnett R. (2008). Functional vision and learning media assessment kit. American Printing House for the Blind.</bibtext> </blist> <blist> <bibtext> Satterfield B. (2016). History of assistive technology outcomes in education. Assistive Technology Outcomes & Benefits, 10(1), 1–18.</bibtext> </blist> <blist> <bibtext> Zabala J. S. (1995). The SETT framework: Critical areas to consider when making informed assistive technology decisions. Region IV Education Service Center.</bibtext> </blist> <blist> <bibtext> Zabala J. S. (2020). The SETT framework: A model for selection and use of assistive technology tools and more. In Chambers D. (Ed.), Assistive technology to support inclusive education (pp. 17–36). Emerald Publishing Limited.</bibtext> </blist> </ref> <ref id="AN0190255297-12"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> Christopher Brum</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0002-5454-9520</bibtext> </blist> </ref> <aug> <p>By Christopher Brum; Kristi Probst and Wendy Buckley</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib17" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib27" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib25" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib21" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib23" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib26" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib13" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib15" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib10" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib11" firstref="ref20"></nolink> <nolink nlid="nl11" bibid="bib18" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib28" firstref="ref25"></nolink> <nolink nlid="nl13" bibid="bib24" firstref="ref27"></nolink> <nolink nlid="nl14" bibid="bib19" firstref="ref31"></nolink> <nolink nlid="nl15" bibid="bib29" firstref="ref32"></nolink> <nolink nlid="nl16" bibid="bib22" firstref="ref33"></nolink> <nolink nlid="nl17" bibid="bib31" firstref="ref34"></nolink> <nolink nlid="nl18" bibid="bib32" firstref="ref35"></nolink> <nolink nlid="nl19" bibid="bib12" firstref="ref36"></nolink> <nolink nlid="nl20" bibid="bib14" firstref="ref37"></nolink> <nolink nlid="nl21" bibid="bib30" firstref="ref38"></nolink> <nolink nlid="nl22" bibid="bib20" firstref="ref39"></nolink> <nolink nlid="nl23" bibid="bib16" firstref="ref41"></nolink>
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  Data: Technology-Based Communication Interventions for Students Who Are Deafblind
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  Data: <searchLink fieldCode="AR" term="%22Christopher+Brum%22">Christopher Brum</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5454-9520">0000-0002-5454-9520</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristi+Probst%22">Kristi Probst</searchLink><br /><searchLink fieldCode="AR" term="%22Wendy+Buckley%22">Wendy Buckley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TEACHING+Exceptional+Children%22"><i>TEACHING Exceptional Children</i></searchLink>. 2025 58(2):128-136.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 9
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  Data: Teachers
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Deaf+Blind%22">Deaf Blind</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Augmentative+and+Alternative+Communication%22">Augmentative and Alternative Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink>
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  Data: 10.1177/00400599251328376
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  Data: 0040-0599<br />2163-5684
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  Data: Communication is a critical area of development for students who are deafblind, as a combination of the dual sensory loss results in limited access to auditory and visual information, which may be distorted, significantly reduced, or completely absent. Technology can be highly effective in supporting students with disabilities to access instruction that may have otherwise been unattainable. More specifically, assistive technology (AT) improves students' functioning through the use of devices and services. However, because of a lack of preparation, general and special education teachers often struggle with understanding how to identify and implement appropriate AT supports for their students. This article looks to guide teachers through the process of utilizing a structured framework to identify technology-based communication supports for students who are deafblind.
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Augmentative and Alternative Communication
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