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deafblindness-DrRevathi, NIEPMD.pptx
- 1. Introduction to Deafblindness Dr.Revathi D Assistant Professor (Consultant), Department of Special Education National Institute for Empowerment of Persons with Multiple Disabilities (NIEPMD), Chennai Affiliated to Tamilnadu Teachers Education University, Chennai (TNTEU)
- 2. What is Deafblindness Unique disability and often considered as Life long condition combination of varying degree of vision and hearing loss also known as dual sensory impairment and ranges from mild loss in hearing and vision to total deafness and blindness depending upon its various combinations
- 4. Congenital or early onset of Visual Impairment with acquired Hearing Impairment (Congenitally Blind and Adventitiously Deaf) Congenital or early onset Hearing and Visual Impairment (Congenital Deafblind) Congenital or early onset of Hearing Impairment with acquired Visual Impairment, (Congenital Deaf and Adventitiously Blind) Late onset Hearing and Visual Impairment (Adventitiously Deafblind) Distinct group of Deafblindness
- 5. Have extreme difficulty in establishing and maintaining interpersonal relationships Distorted perception Poor in developing imagery skills Poor generalization and maintenance of newly learned skills Require support for daily living skills Difficulty in anticipate the immediate events Hesitate to orient and move from one place to another Characteristics
- 7. Functional Vision Assessment Explores how child uses his/her vision Auditory Assessment Assess the listening levels of students with hearing loss, who use hearing devices and who follow an oral communications approach. Speech and Language Assessment Reading vowel/syllable as per the quality of instruction. This may be indicated as present, absent or emerging Educational Assessment Tools Learning Media Assessment Examines the way in which child uses his senses to obtain information and indicates most effective ways in which he can be taught reading and other skills
- 8. Alternative Assessment This framework was developed by Dr. Jan van Dijk approach and Dr. Catherine Nelson (1966) Follows the lead of a child Assessment is summarized in terms of strengths and the next steps for intervention https://marylanddb.org/2018/01/25/8770/
- 9. The strategies help children to learn if provided in a structured manner age appropriately Education program for Children with Deafblindness Teach one concept at a time Plan for Task analysis Give ideas to anticipate the changes in routines
- 10. Education program for Children with Deafblindness Hand-Under-Hand or Hand-Over-Hand
- 11. Orientation and Mobility Braille Hearing aid Orient children to their environment for mobility Communicate at the level of the child Improve literacy skills
- 12. Sign language Palm reading Tadoma – Tactile Lip Reading Refreshable Braille display Help children to build relationship with others
- 13. Remember when you deal with deafblind Children He can not learn from listening like the blind child does. He cannot learn from what he sees like the deaf child does. He learns only by what he does.
- 14. Key points The program should include Speech and Language training, Sensory Integration therapy and Independent living activities Steps should be taken for Early Intervention and Educational Services Inclusive education for children with deafblindness that should be considered based on the severity of the condition
- 15. References Wittich W, Southall K, Sikora L, Watanabe DH, Gagné J-P. What’s in a name: Dual sensory impairment or deafblindness? Br J Vis Impair [Internet]. 2013 Sep 13;31(3):198–207. Available from: http://journals.sagepub.com/doi/10.1177/0264619613490519 Dammeyer J. Deafblindness: A review of the literature. Scand J Public Health [Internet]. Dammeyer, Jesper: Sage Publications; 2014 Nov 1;42(7):554–62. Available from: http://sjp.sagepub.com/cgi/doi/10.1177/1403494814544399 pmid:25114064 https://www.helenkeller.org/hknc/lesson/visual-conditions https://www.tsbvi.edu/deafblindness/203-resources/4250- teaching-strategies-and-content-modifications-for-the-child- with-deaf-blindness https://enabled.in/wp/training-materials-for-deafblind/ http://www.projectidealonline.org/v/deaf-blindness/ https://www.yumpu.com/en/document/view/56058213/deafb lindness-basic-principles-teachers
Editor's Notes
- Children who are born deafblind are identified with hearing and vision problems right away, while others may not be identified until later in childhood. Many times the person that is most recognized / remembered as being deafblind is Helen Keller. While Helen and her teacher Annie Sullivan played an important role in increasing awareness of the educational needs of someone who is deafblind, there are many very different faces of combined vision and hearing loss.
- Placing your hand gently on top of the child’s hand shows that you are listening, and that you see what the child sees. Place your hand under the child’s hand to show that you are talking or directing the child’s attention to something
- Children with deaf-blindness have unique educational needs. Although they are deaf the adaptations needed for their learning style will differ from the child who only has deafness. Although they are blind the adaptations needed for their learning style will differ from the child who only has blindness.
- This means that no learning is taking place for him while waiting for others to take their turn. For this reason small group or individual instruction becomes more critical. Large group instruction is only valuable if he can be consistently active (e.g. playground activities).