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Four information briefs offer guidelines for educators of students with deaf-blindness in integrated or self-contained settings, concerning: (1) facilitating student interactions; (2) adapting classroom materials and activities; (3) grouping students to increase interaction; and (4) implementing cooperative learning strategies. To facilitate interactions, teachers are urged to increase student proximity, structure activities, model appropriate communicative behaviors, adapt environment and materials, and increase enjoyable and preferred activities. To adapt classroom materials and activities, teachers should develop multisensory materials, include the student's primary mode of communication, make appropriate adaptations in the physical environment, and use peers as a resource in determining appropriate adaptations. Grouping strategies suggested include peer tutoring, the buddy system, "special friends," and small groups. Basic elements of cooperative learning activities are identified including positive interdependence, face-to-face interaction, interpersonal and small-group social skills, individual accountability, and group processing. Examples are provided. (DB)