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The guide explains the rationale for using hands as tools for connection, communication, learning, self-determination, and environmental exploration. It details essential components including gentle, permission-based hand contact; honoring the child’s uniqueness and pacing; creating tactile learning activities matched to interests and needs; providing appropriate physical positioning and specialist-supported hand supports; and indicators that the practice is working.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/hand-under-hand-technique-ncdb-practice-guide/585700/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/hand-under-hand-technique-ncdb-practice-guide/585700.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the hand-under-hand technique meant to achieve for children who are deaf-blind?","Question",{"text":112,"@type":113},"It uses gentle hand placement to help children explore and engage with their environment. 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For more information on the\u003Cbr>Tactile Learning Activities........... 4\u003Cbr>hand-under-hand technique, go to\u003Cbr>Physical Support for Hands........ 4\u003Cbr> [nationaldb.org](nationaldb.org). \u003Cbr>It’s Working If .......................4\u003Cbr>Learn More ............................5\u003Cbr>References ............................5\u003Cbr>|  |\n| --- | --- |\n| National Center on Deaf-Blindness, August 2021\u003Cbr>[nationaldb.org](nationaldb.org)\u003Cbr>The contents of this publication were developed under a grant from the U.S. Department of Education,\\#H326T180026. However, those contents do not necessarily represent the policy of the U.S.\u003Cbr>Department of Education, and you should not assume endorsement by the Federal Government. |  |\n| Project Officer, Susan Weigert.\u003Cbr>| |\n\n\n| |  |\n| --- | --- |\n| The hands often serve as the eyes and ears of children who are deaf-blind . The hand-under-hand technique involves gently placing\u003Cbr>your hands underneath or alongside the hands of a child with deaf-blindness to help them explore and engage with the world around them . When used effectively, the hand-under-hand technique provides respectful, tactile support to encourage children to interact and communicate. | Practice Rationale\u003Cbr>The hands of someone with deaf-blindness serve multiple functions: “as tools, sense organs, and voice.” Because of this,“it is crucial for educators, parents, and friends of people who are deafblind to become especially sensitive to hands”(Miles, 2003) . Using the hand-under-hand technique\u003Cbr>will help you more effectively connect and communicate with a child who is deaf-blind and present tactile information in ways that support their learning, self-determination, and exploration of the environment. |\n\n[nationaldb.org](nationaldb.org) Hand-Under-Hand Technique | 2  \n\n| Essential Components\u003Cbr>Each bolded item below is an essential component of the hand-under-hand technique. The bullets are the skills a teacher or other adult working with a child or youth who is deaf-blind would display if implementing the components correctly. The elements refer to a “child,” but the information is applicable to individuals of all ages. |  |\n| --- | --- |\n| Treat the Hands Gently and With Respect\u003Cbr>The teacher or other practitioner\u003Cbr>❑ Interacts with the child by gently placing hands underneath or alongside the child’s hands\u003Cbr>❑ Is always sensitive to and respectful of the child’s hands\u003Cbr>❑ Invites access and asks permission to use one’s own hands by making them available to the child in a relaxed, palms-up position (another signal of availability may be necessary if the child has no usable hearing and vision)\u003Cbr>❑ Avoids restricting the child’s hands or hand movement (unless for safety)\u003Cbr>❑ Models and demonstrates a variety of activities by allowing the child to follow the movement of own hands\u003Cbr>❑ Observes the child’s face and body as well as hands for evidence of their interest and emotional state\u003Cbr>❑ Shares attention of an activity\u003Cbr>or object with the child through mutual touch (this sometimes involves imitating the child’s hand movements)\u003Cbr>❑ Is attuned to how one’s own emotions and feelings are often expressed by the hands\u003Cbr>❑ Keeps own hands and nails in good condition | Respect the Child’s Uniqueness\u003Cbr>The teacher or other practitioner\u003Cbr>❑ Allows the child’s interests to guide choices and movement\u003Cbr>❑ Gives the child enough time to become comfortable with touch (e.g., to unlearn negative experiences, such as highly directive or forced touch)\u003Cbr>❑ Makes appropriate adaptations to materials and the environment if the child has difficulty simultaneously looking at and reaching f","cbCaiuLeWaSIwL5C","https://ap.wps.com/l/cbCaiuLeWaSIwL5C","pdf",1203498,"English","# Practice Rationale\n# Essential Components\n## Treat the Hands Gently and With Respect\n## Respect the Child’s Uniqueness\n## Tactile Learning Activities\n## Physical Support for Hands","[{\"question\":\"What is the hand-under-hand technique meant to achieve for children who are deaf-blind?\",\"answer\":\"It uses gentle hand placement to help children explore and engage with their environment. When applied effectively, it provides respectful tactile support that encourages interaction and communication.\"},{\"question\":\"What does “treat the hands gently and with respect” require?\",\"answer\":\"The adult uses sensitive, permission-based touch, keeps hands available in a relaxed palms-up position, avoids restricting movement unless for safety, and models activities while observing interest and emotional state.\"},{\"question\":\"How do you know the practice is working?\",\"answer\":\"The guide indicates success when the child reaches for an offered hand, increases tactile exploration, uses hands independently during routines and activities, and initiates interactions that show shared interest.\"}]","Hand-Under-Hand Technique - NCDB Practice Guide | PDF",1792055576,13]