ABSTRACT
This chapter discusses the opportunities for communication which can be presented to dual sensory impaired children through rebound therapy. Most children integrate themselves into their environment by a process of reflex reaction to the world around them. The child reaches out to explore the external environment and the process of establishing body awareness proceeds automatically. Communication is inherent in every activity undertaken with the children and the establishment of some form of interaction is an essential pre-requisite for teaching. The examples of pre-intentional communication which were observed included smiling, laughing, facial expressions which indicated uncertainty, and physically reaching for adult for reassurance. For children with visual impairment, visual clues may not prove particularly useful but in order to encourage the use of residual vision these cues should not be forgotten. Tactile clues were given to the children in a number of different ways depending on the needs of the individual child.
