The relation between sensory loss and communicative and cognitive development in children with congenital deafblindness

Abstract

People with congenital deafblindness (CDB) are a heterogenic group, and CDB is defined in a variety of ways in the scientific literature. In this study, we aim to examine whether some of the heterogeneity may be more easily resolved from the perspective of ability than from the perspective of impairment. In order to do this, we take as a starting point for our investigations the communication systems that are used and the different sense modalities they require. Information about almost the entire known population of children with CDB in Denmark (age = 3–18 years, N = 71) was collected using a questionnaire form, covering degree of visual and hearing impairments, intellectual disability, level of expressive communication and use of communication systems. No correlation was found between severity of CDB based on degree of sensory impairment and level of intellectual and communicative disability within the population. However, whether or not the child with CDB was able to make use of residual senses to access a linguistic culture (spoken or signed) correlated significantly with both cognitive and communicative ability. In addition, the two groups had inverse correlations between number of systems used for communication and communicative ability. The actual systems used for communication may be useful for categorizing people with CDB into severity subgroups for scientific study and for intervention planning. In addition, the acquisition of a tactile language for the subgroup of people with CDB who do not utilize a visual or auditory linguistic culture should be given special attention in research and practice.

Cognitive and Linguistic Manifestations of a Blind Child in Anthony Doerr’s All the Light We Cannot See

“…Children with visual impairments go through multifaceted troubles and hindrances in the development of adaptive functioning. They need to learn how to comprehend the physical world with a view to acquiring cognitive skills and realizing and discerning social relationships (van den Broek et al, 2017;Larsen & Dammeyer, 2021); although some researchers suggest that pedagogical approaches if familiar and available, work better and even almost equally for both normal and blind children (Carpio, Amérigo, & Durán, 2017). Marie-Laure comprehends the world with touches and mild marching of her fingers on the models of her neighborhood made by her father.…”

Influence of Caregiver’s Sign Quality on Successful Interaction with a Deafblind Child

“…Furthermore, it is considered more ethical to offer every child, with or without CDB, the same linguistic opportunities. (Worm et al, 2020;Damen et al, 2020;Larsen & Dammeyer, 2020;Van den Bogaerde, 2000;Dammeyer & Larsen, 2016;Bruce & Vargas, 2007;Dammeyer, 2014;Humphries et al, 2012;Souriau et al, 2009).…”