Research Question: In the absence of visual and aural stimulation, what are some strategies used to teach a child how to communicate so as he or she is able to live a fulfilled life?
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.
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. < 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.
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.
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.
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. <>.
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.
