Morrison’s Space: A DeafBlind Activist

Two Encounters That Confirms Authetnic Representation is Crucial

July 3, 2026

By Morrison

Some days leave a lasting imprint, moments that reaffirm why DeafBlind representation, positive touch, and touch as access are essential components of early development and community belonging. Recently, I experienced two interactions, one with a deaf trilingual child and one with a deafblind toddler of color, that underscored the profound impact of presence, modeling, and connection.

A Deaf Child of Color, a Complex History, and a Moment of Transformation

The first child I met was a deaf trilingual child who had experienced trauma and language deprivation. Their behavior reflected that history, reactive, aggressive with others, guarded, and often misunderstood. Yet the moment they saw me, their demeanor shifted. They remained close to me throughout the day, checked in frequently, wanting to know what I was discussing with adults. They offered to help when I was carrying things. This kid showed genuine curiosity about my mobility cane and explored it with care.

This resonated with me deeply. I have a young family member who, from toddlerhood onward, has always asked to explore my mobility cane (also known as the “white cane”). I have always welcomed that curiosity because exposure builds understanding. Seeing this deaf child engage in the same way, with gentleness and respect, was meaningful. They would ask me what is that (pointing to my mobility cane)? I would explain that I am blind and this helps me navigate my environment. What stood out most was how naturally they embraced touch as language. They allowed me to place my hand over theirs while they signed, asking questions. Then, without prompting, they placed their hand on mine, an intuitive understanding of tactile connection as a means of communication.

When I gave them my mobility cane to look at, they did so without hesitation, weaving the cane around on the ground. At one point, they closed their eyes while using my cane, attempting to understand my experience. This level of empathy is rare, especially in a child who has been labeled “troubled.” Children are not troubled; they are surviving circumstances. When given safety, they return to their inherent innocence. Often Deaf children who are lacking access to language, in other words language deprived, they struggle with expressing themselves. This is an added layer when a child comes from a traumatized background, homelife – where they have no access to language or barely any access, they become an easy target because they are vulnerable. Many children with disabilities are often abused in different ways and this is compounded with the lack of access to communicate. For this deaf child to come up and trust me to place my hand over theirs is huge. THey learn that there is “good touch” and there are ways to be kind. By the end of the day, they asked for a hug. That moment reminded me that when deaf, deafblind, or disabled children are met with patience, kindness, and presence, they flourish.

A DeafBlind Toddler of Color and a Family Rooted in Access

Later, I met parents of a deafblind toddler of color. The parents came up asking about my t-shirt which had “DeafBlind” on it. THey wanted to get a shirt, but when asked why – they said they have a deafblind child. I wanted to meet this young child. The DeafBlind toddler was eating, so I approached gently, touching their hands and signing eat? Their father came from behind, bent down, and signed more into their hands, encouraging them to continue eating. I was in awe and touched by this because it is not often parents engage in such a way with care with their child and bring them to an event to learn more about the deaf and deafblind culture, the community. This brief interaction gave me hope. Here was a family already embracing tactile language, already providing access, already nurturing identity, and wanting to learn more. I told them about the difference between American Sign Language (ASL) and Protactile (Pt). They have not heard about Pt and I went on to explain a bit about what Pt is and the benefits of Pt compared to Tactile ASL. I wanted them to know that their child deserves a DeafBlind adult in their life, someone who reflects not only their present but their future.

We crossed paths again when their toddler was set down to walk with their small mobility cane. I approached mine, touched their hands, and placed the handle of their cane into their palm. They waved me off, eager to explore independently. I respected that autonomy. When their father approached, the toddler immediately shifted their cane from their left hand to their right to tactile sign with him. They recognized his hands, his presence, and his role in their world. That recognition was powerful.

When Two Children Meet Across Experiences

The deaf child from earlier approached, curious about the toddler.

“Blind,” they asked.

“Yes,” I responded.

“Deaf hearing?”

“Deaf.”

They wanted to interact but were unsure how. Still, they approached with gentleness, observing with respect and curiosity. This was unlike their “typical” behavior on a day to day basis, which would involve pushing, grabbing, taking. It was a moment of pure connection across different sensory experiences, two children navigating access in distinct ways, as one learns from the other. The DeafBlind toddler was slowly walking down a path with their tiny mobility cane while the deaf child asked to borrow mine, and closed their eyes and walked with the mobility cane as to show they wanted to relate, be a part of this space. They wanted to understand this experience and this interaction allowed them access to that. 

This is what our community needs more of: Deafblind adults present with young deaf and deafblind children; Exposure to the diversity within the deaf and deafblind communities; Understanding that touch is not intrusive; it is access; Modeling connection as a natural, respectful, and essential part of communication

Why These Moments are Essential 

These encounters reinforced several truths: Children thrive when they see themselves reflected in adults; Children learn when they are allowed to explore; Children connect when touch is honored as language; Children grow when met with patience, presence, and authenticity.

I left with an affirmed sense of purpose, grateful for the connections made and certain that representation is not simply beneficial; it is transformative.