Deafblindness

Being physically active and exercising is beneficial for individuals of all abilities in a variety of ways including socially, physically, physiologically, and psychologically. Ensuring everyone, including those who are deafblind, have opportunities to engage in physical activity is essential to their development as an athlete and as a person.

Creating a barrier free environment to enable those who are deafblind to be exposed to the benefits of physical activity is a difficult task, but it is attainable. It requires creativity, patience and an understanding of the limits that a person who is deafblind can participate within.

Again, the most important consideration is the individuals preferred methods of communication and instruction, as these will vary for everyone regardless of their physical abilities. Please consider the following information as general guidelines for working with someone who is deafblind.

Teaching and Communication Techniques for Physical Activity Leaders

• Ensure there is an interpreter or an intervenor present working directly with the participant.
• Learning needs to take place through doing. Work within the comfort level of the individual and encourage participation in new activities.
• People who are deafblind may use symbols, objects of reference, sign language, Braille, or other communication systems to communicate. Discover the preferences of the individual and work within these preferences. Work through the interpreter or intervenor if you are not comfortable with these modes of communication.
• Do not set a pre-established pace for lessons. It is important to move forward at the participants own pace. The exploration of new movements takes time and will vary depending on each individual.
• Do not be overprotective. Provide a safe environment but allow the participant to explore and participate further if they choose to do so.
• For the individual, there may be little awareness of events before they actually occur. Make interactions balanced (my turn, your turn) to encourage appropriate responsiveness.

Modifying Leisure, Sport and Recreation Activities

• Continually focus on core fundamental movement skills in promoting physical literacy. As a majority of sensory information is learned through sight and sound, it is important to repeat basic movements multiple times to ensure mastery. Skills such as walking, running, climbing, skipping, bouncing and throwing should be encouraged.
• Create physical activity opportunities in a variety of environments and terrains including walking over rocks and logs, through fields and puddles, crawling or ducking under branches, and hanging from low branches. Introduce the participant to their outside surroundings and teach them different movements associated with these surroundings. 
• The participant may first need to be led physically through an activity to know what is expected of them. After they understand what is expected, this support should be reduced to avoid building dependence.
• Safety is the number one priority for any sort of physical activity. Not only must the environment be made safe for a participant, they must also feel safe in order to move around confidently.