The Education of Youths who are Deaf-Blind: Learning Tasks and Teaching Methods

Abstract

The major discovery of this study was that the techniques that the teachers of students who are deaf-blind used most often to teach certain types of learning tasks appear to be at variance with the findings of studies on the learning needs of these students. That is, the teachers preferred methods of structuring learning tasks over methods stressing sensory input. Implications for further research on the learning styles of deaf-blind persons and for the training of teachers are presented.