Although he might be able to sort the animals in the Science Centerusing visual cues of color and shape, he may or may not relate them tothe real animals. A more appropriate activity might be telling a classmateor teacher whether the animal lives in the zoo or on the farm after theyname the animal or make the animal sound. Then he could put the animalin the proper area. Instead of coloring animal pictures he might use modelingclay to make an animal figure or scraps of fur to make tactile pictures. These concepts might be taught and practiced individuallywithin orientation and mobility training.
New textures can be introducedat the sandtable.
Working on listening skills during story time may alsobe somewhat effective, especially after the child visited the farm. Hecould be encouraged to explore his environment to search out the soundof a mooing cow. The child with deaf-blindness requires considerable modifications toteaching content and different teaching strategies. He cannot learn fromwhat he sees like the deaf child does. He can not learn from listeninglike the blind child does.