Using Tactile Strategies with Students who are Blind and have Severe Disabilities

Downing, June; Chen, Deborah

doi:10.1177/004005990303600208

Cited by 20 publications

(21 citation statements)

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“…There is moderate evidence of the effectiveness of tactile approaches and strategies to improve communication in learners who are deafblind (see Chen & Downing, 2006; Chen, Downing, & Rodriguez-Gil, 2001; Downing & Chen, 2003; Klein, Chen, & Haney, 2000; Mathy-Laikko et al, 1989; McLetchie & Riggio, 1997; Miles, 2003; Murray-Branch, Udavari-Solner, & Bailey, 1991; Rowland & Schweigert, 1989, 2000; Rowland, Schweigert, & Prickett, 1995; Sigafoos et al, 2008; Trief, Cascella, & Bruce, 2013). Touch cues are a tactile form of communication.…”

Section: Deafblindnessmentioning

confidence: 99%

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

Luckner

Bruce

Ferrell

2015

Communication Disorders Quarterly

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The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center at the University of Florida (http://ceedar.education.ufl.edu/) is a national technical assistance center dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career-ready standards. One of the objectives of the project is to organize and synthesize the literature on evidence-based practices for students with disabilities. The purpose of this article is to share a summary of the evidence-based practices in the areas of communication and literacy for students who are deaf, hard of hearing, visually impaired, or deafblind, as well as recommendations for service providers and researchers.

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Section: Deafblindnessmentioning

confidence: 99%

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

Luckner

Bruce

Ferrell

2015

Communication Disorders Quarterly

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“…Downing and Chen (2018) also described the challenges of teaching through the sense of touch because it is unfamiliar to most educators. A study of physiotherapy students with visual impairments concords with our findings that although tactile methods enhance learning, not all faculty are able to use these methods (Frank et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Tactile Teaching Methods Support Students with Visual Impairment in Training for a Career in Chiropractic

Joshi

Ray²,

Odierna

et al. 2019

Journal of Visual Impairment & Blindness

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These skills are beneficial in health care activities requiring manual palpation-for example, early detection of breast cancer (Rakow, Lewandowski, Romejko-Wolniewicz, Peklak, & Knap, 2016) and physiotherapy (Atkinson & Hutchinson, 2013). In Japan and Korea, massage therapy has traditionally been performed by blind practitioners. (Beresford-Cooke, 2016; Smith Nicola, 2018), which suggests other opportunities for employment of blind clinicians (Heidary, Gharebaghi, & Heidary, 2010; Siek, 2015). Chiropractors use a number of tactile techniques to check the spine for misalignments, reduce pain, and restore functionality (Dougherty, 2008). There are 20 chiropractic colleges, 18 of them accredited, in the United States, and another 20 worldwide (American Chiropractic Association, 2019a; The Good Body, 2019). Most programs require applicants to have completed at least 3 years of undergraduate study, and graduates of full-time and accredited programs complete over 4,000 hours of combined study and internship (American Chiropractic Association, 2019b; World Health Organization, 2005). The median income for chiropractors in the United States is over $71,000, and the profession has a 12% projected annual growth rate (Bureau of Labor Statistics, 2019). Chiropractic has a long history, dating back to 1918, of educating students with visual impairments (Rehm, 1998), and a 2014 court ruling reinforced requirements that chiropractic schools provide accommodations for students who are blind (Jaschik, 2014). Much of the chiropractic curriculum is devoted to basic and clinical sciences. With

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“…While children who are blind are born with the same potential as sighted peers, they may lack opportunities to reach that potential (Fraiberg, 1977). Tactile modelling, physical guidance, and demonstration are techniques that are employed to help children who are visually impaired acquire motor skills (Downing & Chen, 2003). Downing and Chen advised that teachers must resort to alternative teaching and use instructional materials that provide relevant tactile information.…”

Section: Inclusive Practicesmentioning

confidence: 99%

“…Furthermore they confirmed that a teacher must convey “his or her instructional expectations, mood and information through physical and direct contact with the student” (p. 56). Research also found that students who are blind needed opportunities to “feel the demonstrator’s actions by touching the parts of the body involved in the actions” (Smith cited in Downing & Chen, 2003, p. 57) and the time to benefit from strategies of mutual tactile attention and tactile modelling.…”

Section: Inclusive Practicesmentioning

confidence: 99%

Piano pedagogy with a student who is blind: An Australian case

Power

McCormack

2012

International Journal of Music Education

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Teaching and learning piano poses challenges when the student is clinically blind. This article addresses the following question: What can be learned from a case study of teaching piano successfully to a student who is blind? The article has three purposes. The first is to document the achievements of a young student who met these challenges. The second is to investigate how an experienced teacher chose effective ways of describing and demonstrating music to meet the needs of her student. A third is to examine the language of teaching and learning between teacher and student using Tait’s theory of language communication in studio music lessons. This article reports on the process of teacher and student in the journey that has led to the formation of a sensitive and gifted musician.

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Using Tactile Strategies with Students who are Blind and have Severe Disabilities

Cited by 20 publications

References 1 publication

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

Tactile Teaching Methods Support Students with Visual Impairment in Training for a Career in Chiropractic

Piano pedagogy with a student who is blind: An Australian case

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