Avery Dutton, Rashaun Sells, Josiah, Cooper

Professor Gassman
ED 470
2 December
Create A Child Project
Benny will have a walking stick. He uses this to help him get around the classroom and
the halls at school. Teachers will have to make sure classrooms are easy for him to get around so
that he is not tripping over things and have obstacles. Benny may have a hard time
communicating with people because they cannot see them. He may also experience difficulties
with manipulation of objects. Since his impairments are more severe, the greater the chance for
isolation and difficult adjustment. Benny cant imitate peers physical mannerisms and have
difficulty developing body language that is socially inappropriate. Also, Benny is excluded from
social activities with students who do not have impairments. This often leads to a
misunderstanding that he does not want to participate. People who are deaf-blind have a difficult
time in performing functional life skills. They have a harder time learning in the classroom, but
also have difficulty doing essential life things such as dressing themselves, cooking food, and
cleaning. They will never be able to drive a car and so they will have to find different ways of
transportation.
Bennys family had to go through a lot while he was growing up, and also still go through
a lot now. When in public they may have been stared at from the people around them. They have
a communication barrier. Since Benny was born deaf, his family knows sign language, but since
he has become blind, the whole family along with Benny are having to learn hand on hand sign
language. Since this is how they communicate, this may attract the stars from peers when in

public. Benny has to depend on others to feel safe in some situations but also to be informed.
This puts a lot onto the family because he will need somebody with him when he is out in public.
The family has to learn new communication strategies and find their own ways to communicate
together. Benny one day will find a partner and then will have to find employment that fit their
individual talents, needs, and aspirations. When Benny has children, they will have to learn how
to communicate with him and deal with the public stares and other problems. Benny has a
different/rare disease and his family and future family will be going through a lot of emotional
and social problems. Everyone at home must learn ways to communicate with this child and help
the child learn. This may include but is not limited to learning brail in order to help the child with
school work. Learning sign language and how to sign into hands. The child needs to learn ways
to communicate needs at home.
Guide dogs should be written into IEP. Throughout lower level education the child will
need many hours of one on one time in order to develop communication skills. Classrooms
interpreter assigned throughout the upper level of education. Other student can be taught basic
sign language skills to communicate with this child. If in specialized school student can be put
into a classroom with other deaf students in order to create communication that is more available
between peers. Extra time learning communication and other life skills in order to achieve
independence. Assigned helper to assist student with general education studies.
Before our student went completely blind, he would have been able to physically interact
with peers through anything visual or contact. Also, if students knew sign language they could
have a better communication and verbally interact with each other. Our deaf-blind student can
interact with their peers better when they can actually participate in the activity the rest of the
class is doing. Any kind of hands on or silent activity is something our student would be very

much involved in. Because our student slowly went blind, he was able to identify each of his
peers and because he could see them, he got to know them better. When going completely blind,
he could emotionally stay attached to his peers he could once see through hugging, holding
hands, and physically showing emotion. He could also interact with them through a
telecommunication device that allows people to call or text him, and it would be converted into
braille so he could read it. This would make our deaf-blind student feel more included and
involved with the rest of his peers.
Cognitively, our student wont be able to grasp knowledge the same way as his peers. He
will know braille so that he can do the same reading and comprehending as his peers, he just will
have a harder time explaining what he has read to the rest of the class, and gaining an
understanding of what the rest of his peers understood from the reading. He can write just like
the rest of his peers, and read what others have write by transcribing their writing into braille.
Having an aid would be very helpful to bridge the gap between him and his classmates and
teacher to help communicate what it is hes trying to say.
In order for this child to succeed he needs most importantly, support. He needs support
not only from his family, but his teachers and classmates. He also needs to have an aid by his
side to get him through a day at school and bridge the gap between the people who can hear and
see and him. Having an aid and having family that can communicate with him will let him form
relationships on an emotional level. If he can talk to his family about how his day was, or be able
to sit with classmates at lunch and feel included, then this will make a deaf-blind student feel
understood and included in his community. This kind of exceptionality influences the community
because it forces the people to learn how to communicate in other forms besides verbal. Using

physical communication and having an understanding that someone cant function the way
people without an exceptionality do.
Deaf-blind students have the same learning ability as students without a disability. They
impact the community, especially the school community, because although they are just as smart
as the regular students, they need extra help to bridge the gap between the seeing and hearing. A
deaf-blind student requires an aid and if this student is in the classroom, it might take the
classroom a little while to adjust. It will also impact how the school functions, especially if the
student is involved in the classroom. The deaf blind student needs to feel included and a part of
something, so students and teachers make an extra effort to include him in school related
activities and learning.