Research Question: There are a number of deaf-blind people in this world. One such person was Helen Keller, who graduated from college despite her setback. So how in the absence of visual and aural stimulation, are deaf-blind children taught to communicate to live a normal but yet fulfilling life? What are some strategies and devices used to teach a child how to communicate and how can these strategies and devices be improved? Where are students who are deaf-blind educated and what services are they provided with? What are some of the struggles both developmentally, emotionally, physically that affect deaf-blind children?
Alberto, P.A., and Wolff K. Heller. “Interactions of Communication Partners and Students Who are Deaf-Blind: A Model.” Journal of Visual Impairment and Blindness 89.5 (1995): 391. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 9 April 2008 < http://web.ebscohost.co m/ehost/detail?vid=4&hid=117&sid=1655235d-07e0-4812-b350-ef72da36c1f4%40sessionmgr106>.
This article talks about the communication and language deficits that deaf-blind children often have, and that these students need to be trained in communication. One major factor in the success of effective communication is that both the deaf-blind student and the person he or she is communication with both need to be using the same mode of communication. Furthermore, this article describes the types of communication partners, the different communication systems (gestures, movement cues, touch cues, sign language, etc.), and ways to expand these communication systems for them to provide more effective interaction.
The article is a credible source since it comes for a credible journal and has been peer-reviewed. This will be very useful in my research because this article talks about many of the devices that deaf-blind children use to communicate. Also, this article will help support my essay on ways to improve communication techniques with deaf-blind persons.
American Foundation for the Blind. “Statistical Snapshots.” (2008) MedLine Plus. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 9 April 2008 < http://www. afb.org/section.asp?SectionID=15#num>.
Overall, this website offers some statistics regarding deaf-blind people such as the number of children who are deaf-blind, the racial statistics, employments stats, and so on.
Berg, Wendy, et al. “Issues in the Management of Infants and Young Children Who Are Deaf-Blind.” Infants and Young Children: An Interdisciplinary Journal of Special Care Practices 19.4 (2006): 323-337. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 6 April 2008
In this article, the authors talk about the unique educational, emotional, and developmental needs of a child who is deaf-blind. This article stresses how important family is in helping a deaf-blind child although it can be extremely stressful and hard to deal with. The article describes how important it is for deaf-blind children to develop strong communication skills, social skills, and behavioral skills. Also, the authors feel that the emphasis in deaf-blind students’ education should be on communication. The article goes on to talk about the special needs of deaf-blind students and how parents and families make such a large impact on their deaf-blind son/daughter/brother/sister. Also, this article talks about the circadian rhythm dysfunction that deaf-blind children have along with ways to manage the behavior of a deaf-blind child. Lastly, the article talks about how to educate these infants and young children with deaf-blindness and different types of interventions that have been used such as cochlear implants and amplification.
Bourquin, Eugene, and Dona Sauerburger. “Teaching Deaf-Blind People to Communicate and Interact with the Public.” Re:View 37.3 (2006): 109-116. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 6 April 2008
In this article, the authors discuss some of the different strategies and the methodology in teaching deaf-blind people how to communicate and interact with the public. In particular this article discusses how deaf-blind people interact while traveling and some of the struggles they face. The authors feel that deaf-blind travelers face many challenges when traveling and that more accommodations need to be made to address these issues. Some ways that communication can occur effectively include basic considerations such as using gestures to communicate and using alphabet cards. Also, when communicating with a deaf-blind person the interaction should be simple and focused. In order to communicate with the public effectively, deaf-blind people often carry cards with them that say things like will you help me cross the street-if so, tap me on my shoulder once, etc. Overall, this article talks about some of the ways that deaf-blind people communicate with the public and how the public should respond to deaf-blind people.
Bruce, Susan M., et al. “Gestures Expressed by Children Who Are Congenially Deaf-Blind: Topography, Rate, and Function.” The Journal of Visual Impairment and Blindness 101.10 (2007): 637-652. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 6 April 2008
This article describes a study done which paid close attention to the topography, rate, and function of gestures that seven deaf-blind students showed. These gestures were measured and observed to tell more about how deaf-blind students communicate. The article goes into great detail on different types of gestures, how gestures are developed, classified, and what functions these gestures serve. Students who participated in this study were vide-taped for six hour periods across multiple settings. The article goes on to talk about the specific gestures that each student displayed and how frequent they occurred. After analyzing their data, the researches came up with some implications for research and practice.
Carmen, Richard, and Joel Hurvitz. Special Devices for Hard of Hearing, Deaf, and Deaf-Blind Persons. Boston: Little, Brown and Company, 1981.
This book shows special devices that are used by people who are deaf-blind to help them learn and to live a normal day to day life. Some of the devices include communicating systems, mowat sensor, and a machine to help read. The book shows a picture of each device, a general price range, the purpose, and a description for each piece of equipment. Overall, this source has a lot of specific devices that help deaf-blind people live a normal day.
This book may be helpful in the background section of my paper. However, this book is older, so it does not contain the new technological advances that have been developed to help deaf-blind people communicate. The source is a credible source. Perhaps, I can tie this source into the section of the paper on devices used because I’m sure some of them are still used today in some form or another.
Collins, M.T. “History of Deaf-Blind Education.” Journal of Visual Impairment and Blindness 89.3 (1995): 210-13. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 1 April 2008. < http://web.ebscohost.com/ehos t/detail?vid=4 &hid=15& sid=8e6bff0b-d198-44d6-8c36-ddcd654ebd83%40sessionmgr2>.
This article uses a timeline to show the history of deaf-blind education. The article goes on to talk about the different strategies used to educate deaf-blind people at different times throughout history. This article discusses some of the schools that have been set up for deaf-blind children throughout history. Also, it talks about some of the major laws that have been passed relating to deaf-blindness.
This source came from the Journal of Visual Impairment and Blindness which makes it a credible source for this essay. This particular article will be useful in explaining some of the background information and previous methods of communication. Specifically, this article will be helpful in the introduction part of my paper to give readers an idea of the history of deaf-blindness.
Davidson, Roseanna, Amy R. McKenzie. “The Emergent Literacy of Preschool Students Who Are Deaf-Blind: A Case Study.” Journal of Visual Impairment and Blindness 101.11 (2007): 720-25. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 6 April 2008
This journal article is a case study describes the role of the environment, teaching strategies and activities, as well as teachers who work with deaf-blind students at the preschool level. Two teaching strategies that this article talks about are called scribbling and calendar system. For the most part, this study involved participants (preschoolers) and the setting (school for the deaf-blind). Data was collected through observations, interviews, and document reviews. Then, the data was analyzed and conclusions were drawn. Studies, such as these can play a large part in determining what types of strategies work and do not work for students who are deaf-blind
Engleman, Melissa D., and Harold C. Griffin. “Deaf-Blindness and Communication: Practical Knowledge and Strategies.” Journal of Visual Impairment and Blindness 92.11 (1998): 783-99. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 1 April 2008
This article discusses different strategies and interventions that are being used to help children who are deaf blind learn to communicate. It also discusses different cues, such as touch and object cues, to help prompt children to do a simple, everyday task such as to stand up or sit down. Furthermore, it discusses different gestures, signals, tactile sign language, technological devices, tadoma, coactive movement, and many other strategies to teach children to communicate effectively.
This article will be especially useful in the section of my paper that talks about specific ways and strategies that deaf-blind children are learning to communicate effectively with others. This source is a credible, peer-reviewed journal which makes it a good source for my paper. Overall, this source will help support my thesis.
Gleason, Deborah. “Early Interactions With Children Who Are Deaf-Blind. The National Clearinghouse on Children Who Are Deaf-Blind (2002). Medline Plus. U. Of South Dakota, I.D. Weeks Lib., Vermillion, SD. 1 April 2008
This article discusses some basic ways that children communicate early on in his/her life. The article offers some tips on how to help develop communication with a deaf-blind child, what types of communication may be occurring, how to watch for cues, and how to make the child feel involved in activities and play. Furthermore, the article addresses the issue of how important the setting of the environment around the child is in developing communication. The article talks about ways to adapt the child to the environment, monitor levels of stimulation, expose the child to language, and establish routines.
Goetz, Lori, and Nora O’Farrell. “Connections: Facilitation Social Supports for Students with Deaf-Blindness in General-Education Classrooms.” Journal of Visual Impairment and Blindness 93.11 (1999): 704-716. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 9 April 2008 < http://web.ebscohost.com/ehos t/detail?v id=24&hid=105&sid=1655235d-07e0-4812-b350-ef72da36c1f4%40sessionmgr106>.
This article discusses how more and more deaf-blind students are being educated in the general education classroom. However, deaf-blind students need more assistance due to their level of motor functioning, lack of communication, and mobility issues which make it difficult to deliver effective services in the general education classroom. On the other hand, studies find that it is more beneficial to the students to be in the classroom interacting with peers. The last part of this article stresses the importance of using a social support package which has three main elements.
Ingraham, Cynthia L., et al. “Sex Education for Deaf-Blind Youth and Adults.” Journal of Visual Impairment and Blindness 94.12 (2000): 756-762. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 9 April 2008 < http://we b.ebscohost.com/ehost/detail?vid=24&hid=17&sid=1655235d-07e0-4812-b350-ef72da36c1f4%40sessionmgr106>.
This article discusses some of the different ways that the Helen Keller National Center for Deaf-Blind youths and adults has developed a program to teach deaf-blind people about sex. Furthermore, this program explains STD’s, birth control methods, and other information that deaf-blind people would not otherwise know. Also, this article talks about how the HKNC teaches deaf-blind people about everyday tasks regarding hygiene and health.
This article will work nicely in the section of my paper regarding strategies used for teaching, particularly the tactile method. Also, this article is from a credible, scholarly source. Overall, this article proves that deaf-blind people live normal lives and can still go on to reproduce and have successful, fulfilling lives.
Knoors, Harry, et al. “Interaction Between the Teacher and the Congenitally Deaf-Blind Child.” American Annals of the Deaf 151.3 (2006): 336-344. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD 6 April 2008
This particular article discusses a study that was done with a 3 year old deaf-blind child and the interactions that took place between the teacher and the child. It was a typical case study that went on to explain in detail the participant, the setting, the methods used, and so forth. The end results of the study found that only a small portion of the time when the student and teacher were together was focused on communication and interaction. The researchers plan on doing more extensive research regarding interactions between deaf-blind students and teachers to make more generalizations on this topic.
Lieberman, Lauren J., and Janet M. MacVicar. “Play and Recreational Habits of Youths Who Are Deaf-Blind.” Journal of Visual Impairment & Blindness 97.12 (2003): 755-768. Academic Search Premier. EBSCO. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 9 April 2008 < http://web.ebscohost.com/ehost/detail?vid=3 &hid=117 &sid=1655235d-07e0-4812-b350-ef72da36c1f4%40sessionmgr106>.
This article talks about a study done with 54 deaf-blind children and looked at the amount and types of recreational activities they participate in. The study also looked at the barriers that deaf-blind children face which leads them to not participating in recreational activities. Furthermore, this article talks about some of the disadvantages that deaf-blind children face by not being able to do recreational activities. One major disadvantage is not getting enough physical exercise which affects the health of deaf-blind people. The article goes on to say that one of the reasons that deaf-blind children are not getting an adequate amount of exercise is simply the teacher not knowing how to include deaf-blind children into physical education classes at school. Play is also an important part of a deaf-blind child’s life. Since deaf-blind children are not always able to communicate effectively and have a lot of free time, play is a critical time for these children. Overall, this article offers a lot of insight into a deaf-blind child’s typical daily activities and some of the struggles they face everyday.
This source is from an academic, peer-reviewed journal; therefore, it is a credible source. This source provides a lot of valuable information regarding a deaf-blind child’s typical routine and the importance of play and recreation in their lives. This article may help in understanding the significant delays that deaf-blind children face and how they overcome these obstacles. This article will fit into the paper when talking about how deaf-blind children face obstacles and struggles most everyday but how they overcomes these obstacles.
Miles, Barbara. “Overview on Deaf-Blindness.” The National Information Clearinghouse on Children Who Are Deaf-Blind (2005). Medline Plus. U. of South Dakota, I.D. Weeks Lib., Vermillion, SD. 1 April 2008. < http://www.dbli nk.org/lib/overview.htm>.
This particular article provides a general overview of deaf-blindness. Some of the information in this article includes the causes, anomalies, and general idea of what exactly deaf-blindness is. The article goes on to talk about the challenges that deaf-blind people face along with the challenges that the family, teachers, and caregivers face with communication, education, mobility, and the transition to adulthood. Some of the different strategies this article mentions to help communicate with deaf-blind people are Braille, finger spelling, object and picture symbols, lip-reading speech, Pidgin signed English, gestures, and cues.
