If the room was lit, it was like the visual system grabbed all of the sensory processing ability and left nothing for the auditory system. We stumbled on this purely by luck. With brain mapping becoming more available, we may have a new diagnostic tool with which to gain new insights into this condition. In the mean time, we need to be giving our students with profound impairments some support by providing good listening environments. Recognize that gyms and cafeterias are horrible listening environments - too much echo.
All sensory input needs to be connected to meaningful activities.
Make auditory input more meaningful The same things we do to make tactile and visual input meaningful we need to do with auditory input. Attach words that relate to what is happening to the student here and now. That way the words can be attached to something concrete. Conclusion Whether the child is labeled deafblind or not, we have a responsibility to meet his or her educational needs. If there are legitimate issues with the way the child uses auditory information, we have to address that in programming.