Trust First, Teaching Second: Relationship-Centered Strategies for Complex Needs

An educator walking into a classroom of students with multiple disabilities might see quiet, subtle movements- but beneath those small gestures lies a world of curiosity, emotion, and potential waiting to be recognized. By intentionally designing play, honoring every form of communication, and centering trust in daily interactions, teachers can turn routine moments into powerful opportunities for learning and connection. With coordinated support from interdisciplinary teams and a commitment to ongoing professional growth, classrooms become environments students can literally feel their way through- spaces where touch, rhythm, and shared joy replace guesswork and isolation. In these environments, high expectations are not about test scores but about believing that every student has a story to tell, and then building the sensory-rich, relational pathways that allow that story to finally be shared.

Creating an Intentional Environment for Learning Through Play

For students with multiple disabilities including visual impairment and deafblindness, play must be intentionally structured and supported to be meaningful. These students often require tactile, auditory, and kinesthetic inputs to engage with their environment. Play is not merely a leisure activity but a critical method for exploring concepts such as cause and effect, spatial relationships, and communication. For instance, cause-and-effect toys with tactile feedback or vibration can support cognitive engagement for children with limited vision or hearing, helping them make sense of their actions and surroundings. According to the National Center on Deaf-Blindness, the consistent use of adapted toys and routines fosters anticipation and cognitive development in children with complex sensory needs¹.

Educators and aides must implement a structured approach to play that includes routine, repetition, and responsiveness. Observation is crucial. Staff should document subtle cues such as facial expressions, body movements, or vocalizations to interpret the student's preferences and discomforts. Developing a play-based learning plan tailored to each child’s sensory profile can promote engagement. For example, using object cues linked to specific activities helps students predict what will happen next, thereby reducing anxiety and improving participation². These routines should be consistent yet flexible enough to accommodate medical or sensory fluctuations that may affect the student’s readiness to engage.

Building Trust Through Relationship-Centered Teaching

Trust is foundational in classrooms serving students with complex needs. Many of these students have had repeated experiences of being misunderstood, ignored, or physically mishandled due to communication challenges. Building trust begins with the adult's willingness to slow down, observe, and respond with consistency. A predictable, calm demeanor and the use of hands-on communication techniques such as hand-under-hand support can convey respect and reduce perceived threat. Research from Project SALUTE highlights that trust-building is essential for enabling interactions and increasing student motivation to participate in educational activities³.

Relationship-centered teaching involves more than daily care tasks. It includes finding ways to connect with the student through shared experiences, mutual enjoyment, and consistent presence. Educators should prioritize moments of joy and success, no matter how small, and interpret behavior through a relational lens. For example, a student turning their face away may be signaling overstimulation rather than defiance. Interpreting behaviors with curiosity rather than control allows for deeper insight into the child's needs and fosters emotional safety. When a student feels safe, they are more likely to take risks in learning, even if progress appears incremental.

Communication as a Right, Not a Privilege

Communication is often the most significant barrier for students with visual and hearing impairments. Many arrive in the classroom without a formal communication system, yet every student communicates in some way. It is the responsibility of the educational team to identify, respect, and build upon each student’s natural forms of communication. This could involve gestures, movement patterns, vocalizations, or even changes in breathing. The Communication Matrix, a tool widely used in special education, provides a structured approach to assessing and developing communication capabilities in students with severe disabilities⁴.

Once communication methods are identified, consistency across staff interactions is vital. All team members, including paraprofessionals and therapists, must be trained to recognize and respond to the student’s communication attempts. This includes respecting refusals and offering choices whenever possible to increase autonomy. For example, using tactile symbols to offer activity options allows students to make meaningful choices, reinforcing the idea that their voice matters. When students are empowered to communicate, even in unconventional ways, their behavior often stabilizes and their engagement improves.

Advocacy and Interdisciplinary Team Collaboration

Educators working with students with complex needs must often serve as their advocates within larger systems. This includes ensuring access to necessary resources, participating actively in Individualized Education Program (IEP) development, and collaborating with professionals across disciplines. Physical therapists, occupational therapists, speech-language pathologists, and vision specialists all play crucial roles, but they must operate in sync. Integrated service delivery models, such as the transdisciplinary approach, have been shown to improve outcomes by creating cohesive plans that center the student's needs⁵.

Teachers must also advocate for appropriate staffing levels, training, and equipment. For example, a student who uses tactile signing will not benefit if staff are untrained or if the student lacks access to a communication partner throughout the day. Municipal education administrators should prioritize professional development in deafblind communication methods and inclusive practices. According to the Council for Exceptional Children, continuous training and coaching for educational teams significantly enhance the quality of instruction and student outcomes in special education settings⁶.

Fostering High Expectations and Professional Growth

A core component of effective teaching for students with multiple disabilities is maintaining high expectations, not in terms of academic benchmarks, but in the belief that every child is capable of growth and connection. The educator’s mindset shapes the classroom culture. When teachers believe their students can and will learn, they are more likely to invest in creative strategies, persist through challenges, and celebrate progress. This belief must be backed by ongoing professional development and reflective practice.

Teachers should seek out learning opportunities in areas such as tactile learning methods, orientation and mobility strategies, and augmentative and alternative communication (AAC). Municipal education departments can support this by funding access to workshops, coaching, and collaborative networks. Peer observation and mentoring programs within schools can also foster a culture of continuous improvement. As the user emphasized, students deserve the best teacher they can get. To live up to this, educators must see themselves as lifelong learners, continually refining their practice to meet the unique needs of each student.

Bibliography

1. National Center on Deaf-Blindness. “Play and Learning.” NCDB, 2022. https://nationaldb.org/library/page/2265.

2. Chen, Deborah, and Christine Miles. “Developing Social-Emotional Skills in Children Who Are Deaf-Blind.” California Deaf-Blind Services, 2018. https://www.cadbs.org/publications/.

3. Project SALUTE. “Strategies for Augmenting Language through Touch.” California State University, Northridge, 2006. https://www.projectsalute.net/.

4. Rowland, Charity. “The Communication Matrix.” Oregon Health & Science University, 2019. https://www.communicationmatrix.org/.

5. Rainforth, Barbara, Judith York-Barr, and Cheryl Macdonald. “Collaborative Teams for Students with Severe Disabilities: Integrating Therapy and Educational Services.” Paul H. Brookes Publishing, 1997.

6. Council for Exceptional Children. “High-Leverage Practices in Special Education.” CEC, 2020. https://highleveragepractices.org/.