Shared Reading With Learners Who Are Deafblind: Instructional Materials and Learning Environments

Abstract

Introduction: Shared reading has shown the ability to enrich language development in children (Dowdall et al., 2020) and academic skills into adulthood (Mol & Bus, 2011). However, due to the complexities of deafblindness and its effect on communication, some individuals may not be able to participate in traditional shared reading. Although there is very limited research on literacy for learners who are deafblind (Bruce et al., 2016), with appropriate materials and supports within the immediate environment, shared reading has the potential to be a vehicle to support literacy and communication development for learners who are deafblind. Methods: A mixed methods online survey ( n = 60) and follow-up interviews ( n = 10) helped to explore how parents, teachers, and interveners curated materials and structured the learning environment for shared reading. Descriptive statistics and inductive analysis were applied to analyze quantitative and qualitative information. Results: Information on how materials (e.g., type, selection, and adaptations) and the learning environment (e.g., location of the activity, learner positioning, and instructional supports) were utilized to support learners who are deafblind during shared reading is presented. Considerations for materials selection and development included access needs (vision, hearing, tactile), communication abilities, interests, and previous experiences. The learning environment was often intentionally selected or designed with considerations for lighting, noise, and distractions. Discussion: Materials were individualized and personalized, with supplementary items added to support communication and comprehension of the text. Learning environments were literacy-rich and accessible to the learner. Future intervention research is needed on shared reading for learners who are deafblind. Conclusion: Because of the nature of deafblindness, careful planning and implementation are needed when designing materials and learning environments for engaging learners in literacy. Future intervention research is needed to demonstrate the effective implementation of individualized and personalized literacy materials and identify environmental considerations for learners who are deafblind.