Sign Language, Speech, and Communication Repair Abilities by Children with Congenital Deafblindness

Abstract

Children with congenital deafblindness face serious challenges as they develop early communication skills and the use of symbols (Bruce, 2005). These children have fewer opportunities to practice communication and they lack access to naturally occurring social cues, the actions of others, and information about context (Bruce, Godbold, & Naponelli-Gold, 2004;White, Barrett, Kearns, & Grisham-Brown., 2004). These challenges are compounded when children have preintentional, presymbolic, or idiosyncratic behaviors that may not be easily interpreted by their communication partners and thus are not reinforced within socially contingent reciprocal activities (Schweigert, 2012).There are many reports that identify the communication of persons with deafblindness. These reports are descriptive in nature, highlighting comprehension, gesture development, communication actions (that is, forms) and purposes (that is, functions), and the collection of verbal skills. Although varied in content, two trends emerge.One trend is that the majority of children with deafblindness utilize prelinguistic communication, since they rely on vocalizations, body language, and gestures to convey protest,

Quantitative Analysis of Classroom Communication Environments for Learners With Deaf blindness

“…The classroom staff, who typically work one-on-one with a student, may also have had more opportunities to provide tactile input to learners as compared to teachers because of the teacher to student ratios in their classrooms. It is known in the field that communication levels are more likely to increase when a student has independent mobility to explore her environment, which was confirmed by this study's sample (Cascella et al, 2015).…”

“…Data were also collected on temperamental emotional reactivity and biobehavioral states. A separate qualitative study that focuses on individual dyads can examine how teacher's efficacy, activity selection, and student's communication profiles (Cascella et al, 2015) influenced decision making.…”

Διερεύνηση Και Χαρτογράφηση Των Στρατηγικών Αφής Που Χρησιμοπούνται Από Μαθητές Με Πολλαπλές Αναπηρίες Και Σοβαρά Προβλήματα Όρασης

“…Στη βιβλιογραφία υπάρχει κι άλλος διαχωρισμός της τυφλοκώφωσης σε τέσσερις ξεχωριστές κατηγορίες (Deafblind Services Liaison Group, 1988 τυφλοκώφωση. (Alsop, 2002• Anthony, 2008• Anthony, Wiggin, Yoshinaga-Itano, & Raver, 2015• Holte et al, 2006a (Cascella, Bruce, & Trief, 2015• Fletcher & Guthrie 2013Hersch, 2013• National Consortium on Deaf-Blindness, 2007• Rönnasen et al, 2016. Αυτό που φαίνεται κοινό στα παιδιά με τυφλοκώφωση, είναι ο περιορισμός στη χρήση των μακρινών αισθήσεων (όραση και ακοή) (McInnes, 1999).…”

“…Παρόλα αυτά, υπάρχει ποικιλία στην αιτιολογία, στην ηλικία, στην ηλικία εμφάνισης της τυφλοκώφωσης, στο επίπεδο απώλειας της όρασης και της ακοής, στη γνωστική λειτουργία, στις μεθόδους επικοινωνίας ή στη χρήση της γλώσσας (π.χ. απτική νοηματική γλώσσα, νοηματική γλώσσα, αλφάβητο τυφλοκωφών ή προφορική επικοινωνία) καθώς και στο πολιτισμικό υπόβαθρο του παιδιού με τυφλοκώφωση (Bodsworth, Clare, Simblett, 2011• Langer, 2008 (Alsop, 2002•Bodsworth, Clare, Simblett, 2011•Brabyn, Schneck, Haegerstom-Portnoy & Lott, 2007• Cascella, Bruce, & Trief, 2015• Dammeyer & Larsen, 2016• McInnes & Ttreffry, 1993• Miller & Hodges, 2005.…”