Many students who are deaf-blind need a variety of communication systems for their different needs and settings. Using objects for communication is a form which is easily understood by most listeners in both new and familiar situations. This system may also be used with sign language and/or speech to make sure the listener clearly understand their message.
The purpose for using object communication is to provide students with dual
sensory impairments with an alternative form of communication. Objects are
used to represent activities, places, and people. Examples of these objects
include: textures (i.e., piece of carpet, blanket, wood, plastic),
miniatures, pieces of the real object, and objects that are exactly the same
as those being used. The student uses these objects for getting information
about the activities, people, and places around him, making choices, and/or
telling others his message.
Points to Remember
1. Students, families, and teachers need to work together to choose the
objects which willhave the most meaning for the student's needs.
2. The number of objects used to represent the student's daily activities
can be increasedover time. When the student understands that the objects
represent something that is about to happen, additional objects can be
added.
3. The use of objects can begin with the purpose of giving the student
information aboutactivities, people, and places. Later a few objects can be
shown to the student to see which activity, person, and place the student
prefers. The choice can be made by a hand movement, body movement, or facial
expression (i.e., if the student throws one object on the floor and allows
one to stay in front of him, he may be telling you he is choosing the object
on the table).
4. Students should be encouraged to speak and/or sign in addition to using
the objects ifthey have those skills.
5. Objects can be used with students in a number of different ways: daily
calendar boxes,portable systems, or both.
Procedure for Calendar Boxes
1. Objects are put into the boxes before the student comes to school, in
order of the day'sactivities.
2. The student is taken to the boxes and looks at or feels all the objects
in the boxes. Theadult labels each object or activity with speech or sign as
the student examines it. If the student does not like objects to touch his
hands, then the object can be placed on another part of the student's body
(e.g., elbow or shoulder) which may not be as sensitive to touch.
3. After examining each object in sequence, the student returns to take the
object out of thefirst box and goes to that activity with the object.
4. At the place of the activity, the student matches the object to the
activity. He will see or feel how that object object always is a part of
that activity (e.g., spooon during lunch, blanketduring nap time, ball
during P.E., etc.). As the object and activity always happen together, the
student will begin to expect the activity when the object is in his hand.
5. As the activity ends, the student returns to the calendar box and puts
the object in a separate "finished" box or puts the object back into the
original box and covers it. The adult labels this box, object or activity
verbally or by sign as "finished".
6. Move to the next box and repeat the same procedure.
Portable object systems for use in the community
Objects can be used in the same way described when the student is going out into the community. The student can easily use a purse, hip pack, or backpack in place of the boxes when a portable system is needed.
Resources
1. American Printing House for the Blind1839 Frankfort Ave. á P.O. Box 6085 Louisville, KY 40206-0085 (502) 895-2405
Fact sheets from California Deaf-Blind Services are to be used by both families and professionals serving individuals who are deaf-blind. The information applies to students 0-22 years of age. The
purpose of the fact sheet is to give general information on a specific
topic. More specific information for an individual student can be provided
through individualized technical assistance available from CDBS. The fact
sheet is a starting point for further information.
Order #004