ABSTRACT
Objects of reference have been a component part of the methods in use for at least two decades to aid the development of understanding and communication in the education of dual sensory impaired children and young people. The one statement that can confidently be made about all children with sensory impairments of sight and hearing is that they are all individuals. A much more holistic approach to a child's experience in school with objects of reference providing aids for anticipation and memory can lead to a much happier and less frustrating experience for many children. Relationships are a central part of most people's lives and it is through a relationship with a known and trusted educator that children will be motivated to communicate. As the child's familiarity with the calendar box grows then the child and adult can begin co-actively to arrange the objects in the correct order before the start of the programme.
