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The guide emphasizes individualized planning based on assessment of sensory, cognitive, and physical needs, then details core instructional components including organized predictable spaces, clear safe pathways, environmental adaptations, and continuous observation and documentation. Guidance also clarifies indicators of successful practice and offers a route to additional NCDB materials.",{"@graph":69,"@context":121},[70,84,104],{"@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/ncdb-practice-guide-preparing-the-learning-environment/585698/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ncdb-practice-guide-preparing-the-learning-environment/585698.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why must learning environments for deaf-blind children be highly individualized?","Question",{"text":111,"@type":112},"No two children with deaf-blindness are alike. Planning must be based on a thorough assessment of unique sensory, cognitive, and physical needs so the classroom can be arranged to support strengths and interests.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What are the key features of organized, predictable learning spaces?",{"text":116,"@type":112},"The guide stresses a permanent, identifiable workspace; consistent material placement; organized storage accessible to the child; designated locations for assistive devices; and safe, clearly marked entrances and natural learning settings when appropriate.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the guide recommend adapting pathways and the environment for safety?",{"text":120,"@type":112},"Pathways should be kept free of clutter and identified with landmarks and cues. Consistent routes between spaces are recommended, while lighting, background noise, and the use of color/texture/contrast should be adjusted to enhance visibility and reduce barriers.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585698,1792106331,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Preparing the Learning Environment  \nNCDB Practice Guide  \nA learning environment can either enhance or prevent access to information and social interaction for children and youth with deaf-blindness as well as impact their attention and engagement. The process of preparing learning spaces to optimize learning should consider  \n● How a child will navigate within those spaces  \n● How and where the child will be positioned  \n● How materials will be presented  \n● How others will interact with and support the child  \nNCDB Practice Guides outline the essential components of instructional practices commonly used with children who are deafblind. For more information on learning environments, go to [nationaldb.org](nationaldb.org).  \nRationale  \nNo two children with deaf-blindness are alike. As such, preparing an environment for a child who is deaf-blind must be highly individualized and based on a thorough assessment of the child’s unique sensory, cognitive, and physical needs. The information collected will inform how best to arrange the classroom and create organized, uncluttered learning spaces that are stimulating, motivating, and built on the child’s strengths and interests.  \nEssential Components  \nEach bolded item below is an essential component of preparing the learning environment. 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.  \nOrganized, Predictable Learning Spaces  \nThe teacher or other practitioner  \n● Designates a permanent workspace to the child, marked by an identifier cue (e.g., sign, object, photo) the child can understand and recognize  \n● Plans the workspace to maximize the use of the child’s useful hearing and vision (e.g., free of clutter, tactile items are within reach and in the child’s optimal visual range)  \n● Positions materials consistently in the child’s workspace  \n● Keeps learning materials well organized and stored in places that the child recognizesand can access as independently as possible  \n● Dedicates a space to park wheelchairs, adaptive strollers, and other assistive devices so they do not create a safety hazard  \n● Determines how the child will be provided space and materials to meaningfully engage in group activities and interactions with peers  \n● Chooses natural environments for learning when appropriate to enhance skill transfer (e.g., bathrooms, kitchen areas)  \n● Makes adaptations and modifications that help ensure safety (e.g., use of non-slip mats, clearly identified steps)  \n● Marks entrances to all learning spaces with identifier cues the child can easily recognize and understand  \nClear, Safe Pathways  \nThe teacher or other practitioner  \n● Ensures that pathways within and between learning spaces are free of clutter  \n● Ensures that pathways within and between learning spaces are identified by landmarksand cues that the child can easily recognize and understand (e.g., different types of flooring, wall colors)  \n● Establishes consistent routes between learning spaces (e.g., always use the same route to the cafeteria)  \nEnvironmental Adaptations and Modifications  \nThe teacher or other practitioner  \n● Refers to prior assessment results to determine the ideal primary seating location for the child (e.g., close to the teacher, near a window, next to power outlet) based on their available vision, available hearing, and other sensory and assistive technology needs  \n● Works with other practitioners (e.g., orientation and mobility specialists, therapists) and the family to determine the child’s need for amplification, magnification, adaptive positioning, and other assistive devices/supports  \n● Optimizes lighting to maximize the child’s useful vision (although some children are light sensitive and others need increased illumination, nearly all will benefit from reducing glare)  \n● Determi","cbCaiauCbeqBDDuK","https://ap.wps.com/l/cbCaiauCbeqBDDuK","pdf",301731,"English","# Preparing the Learning Environment\n## Rationale\n## Essential Components\n## Organized, Predictable Learning Spaces\n## Clear, Safe Pathways\n## Environmental Adaptations and Modifications\n## Observation and Documentation\n## You’ll Know the Practice Is Working If…\n## Learn More","[{\"question\":\"Why must learning environments for deaf-blind children be highly individualized?\",\"answer\":\"No two children with deaf-blindness are alike. Planning must be based on a thorough assessment of unique sensory, cognitive, and physical needs so the classroom can be arranged to support strengths and interests.\"},{\"question\":\"What are the key features of organized, predictable learning spaces?\",\"answer\":\"The guide stresses a permanent, identifiable workspace; consistent material placement; organized storage accessible to the child; designated locations for assistive devices; and safe, clearly marked entrances and natural learning settings when appropriate.\"},{\"question\":\"How does the guide recommend adapting pathways and the environment for safety?\",\"answer\":\"Pathways should be kept free of clutter and identified with landmarks and cues. Consistent routes between spaces are recommended, while lighting, background noise, and the use of color/texture/contrast should be adjusted to enhance visibility and reduce barriers.\"}]","NCDB Practice Guide - Preparing the Learning Environment | PDF",1792055572,13]