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It explains why educators must address limited access to learning through listening and seeing, and emphasizes individualized communication shaped by usable sensory channels and social, physical, and cognitive abilities. The guide presents essential components: assessment, communication planning, appropriate formats and materials, and meaningful interactions, with emphasis on ongoing data collection, teamwork, and responsive instructional strategies.",{"@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/supporting-communication-development-ncdb-practice-guide/586207/",{"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/supporting-communication-development-ncdb-practice-guide/586207.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is communication support for children who are deafblind individualized?","Question",{"text":112,"@type":113},"Because communication depends on how the child uses available sensory channels (such as usable hearing, vision, or touch) and on social, physical, and cognitive skills. The guide notes that communication forms may change over time and can include gestures, touch cues, manual signs, speech, braille, and assistive devices in combination.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the guide say about assessment in supporting communication development?",{"text":117,"@type":113},"The guide instructs practitioners to conduct comprehensive, high-quality assessments appropriate for children who are deafblind, and to continually collect data. It emphasizes updating judgments as children gain new experiences, abilities, and needs.",{"name":119,"@type":110,"acceptedAnswer":120},"What are key elements of meaningful interactions according to the guide?",{"text":121,"@type":113},"The guide highlights building trusting relationships, using consistent greetings and clear departures, and being fully present and attuned to the child’s subtle communication. It also calls for providing memorable, interesting topics, including multiple communication partners, waiting patiently with enough processing time, and responding immediately to any communication form.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586207,1792109523,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>SUPPORTING COMMUNICATION DEVELOPMENT NCDB Practice Guide\u003Cbr>Practice Rationale   2 NCDB Practice Guides outline\u003Cbr>Essential Components   3 the essential components\u003Cbr>Assessment ........................................ 3 of instructional practices\u003Cbr>Communication Planning .................... 3 commonly used with children\u003Cbr>who are deafblind . For more\u003Cbr>Appropriate Formats and Materials ...3\u003Cbr>information on supporting\u003Cbr>Meaningful Interactions .................... 3\u003Cbr> communication development, \u003Cbr>Consistency ....................................... 4\u003Cbr>[go to nationaldb.org](go to nationaldb.org).\u003Cbr>Uses Appropriate Instructional Strategies ........................................... 4\u003Cbr>It’s Working If .......................5\u003Cbr>Learn More ............................5\u003Cbr>References ............................6\u003Cbr>|  |  |\n| --- | --- | --- |\n| National Center on Deafblindness, [March 2025 | nationaldb.org](March 2025 | nationaldb.org)\u003Cbr>The contents of this publication were developed under a grant from the U.S. Department of Education,\\#H326T230030. 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. Project Officer, Rebecca Sheffield. |  |  |\n| | | |\n\n\n| This guide outlines the foundational skills needed to effectively support communication development. The components and skills covered are primarily appropriate for children who are emerging and early symbolic communicators. | Practice Rationale\u003Cbr>Children with typical hearing and vision learn to communicate by watching and listening to others. But children who are deafblind have limited access to learning this way. They need knowledgeable educators who understand how deafblindness impacts learning—who know how to assess a child’s communication, plan for and engage in meaningful interactions with them, and fully support their communication development.\u003Cbr>How a child who is deafblind communicates is highly individualized and depends on how they use their available sensory channels (e.g., usable hearing or vision, touch) as well as their social, physical, and cognitive skills. For example, early on they might use gestures, body language, facial expressions, and vocalizations. As communication develops, they may use objects, touch cues, manual signs, speech, braille, or assistive devices—separately or in combination. |\n| --- | --- |\n\n| Essential Components\u003Cbr>Each bolded item below is an essential component of supporting communication development for a child who is deafblind. The bullets are the skills a teacher or other adult working with a child or youth who is deafblind would display if implementing the components correctly. |  |\n| --- | --- |\n| Assessment\u003Cbr>The teacher or other practitioner\u003Cbr>❑ Conducts a comprehensive assessment using high-quality methods appropriate for children who are deafblind (see the\"Appropriate Assessment Strategies\"Practice Guide)\u003Cbr>❑ Continually collects data and assessesa child’s communication as they have new experiences, develop abilities and needs, and expand their communication\u003Cbr>Communication Planning\u003Cbr>The teacher or other practitioner\u003Cbr>❑ Works collaboratively with family and other team members on planning decisions (e.g., assistive technology choices, vocabulary to teach)\u003Cbr>❑ Creates a comprehensive written communication plan based on assessment findings and ensures the plan is up to date as new data and findings are obtained\u003Cbr>❑ Ensures that the plan documents how a child communicates expressively and receptively, the types of communication support they will receive, and who will provide that support\u003Cbr>❑ Identifies the communication modes that work best for the child through observation, getting to know the child, and learning from the family and other team members\u003Cbr>❑ Ensures support for communication takes advantage of the child’s best sensory learning channels as well as their social, ","cbCaiivnKhX0jVe6","https://ap.wps.com/l/cbCaiivnKhX0jVe6","pdf",1004482,"English","# Practice Rationale\n# Essential Components\n## Assessment\n## Communication Planning\n## Appropriate Formats and Materials\n## Meaningful Interactions\n# Consistency\n# Uses Appropriate Instructional Strategies\n# It’s Working If\n# Learn More\n# References","[{\"question\":\"Why is communication support for children who are deafblind individualized?\",\"answer\":\"Because communication depends on how the child uses available sensory channels (such as usable hearing, vision, or touch) and on social, physical, and cognitive skills. The guide notes that communication forms may change over time and can include gestures, touch cues, manual signs, speech, braille, and assistive devices in combination.\"},{\"question\":\"What does the guide say about assessment in supporting communication development?\",\"answer\":\"The guide instructs practitioners to conduct comprehensive, high-quality assessments appropriate for children who are deafblind, and to continually collect data. It emphasizes updating judgments as children gain new experiences, abilities, and needs.\"},{\"question\":\"What are key elements of meaningful interactions according to the guide?\",\"answer\":\"The guide highlights building trusting relationships, using consistent greetings and clear departures, and being fully present and attuned to the child’s subtle communication. It also calls for providing memorable, interesting topics, including multiple communication partners, waiting patiently with enough processing time, and responding immediately to any communication form.\"}]","SUPPORTING COMMUNICATION DEVELOPMENT NCDB Practice Guide | PDF",1792057243,15]