The following is from handouts and presentations. More information is in "Independence without sight or sound: Suggestions for practitioners working with deaf-blind adults" by AFB Press.

Communicating with the Deaf-Blind Student
Dona Sauerburger, COMS®

CRITICALLY IMPORTANT: learn the communication needs of the deaf-blind person before instruction, and meet those needs!


Resources to learn communication needs of deaf-blind consumer:
  • consumer and family;
  • referring agency;
  • deaf-blind specialists If the deaf-blind person’s language is a sign language and you are not proficient in that language, you must use a qualified interpreter (not a family member, nor an agency staff person who happens to know sign language, but an interpreter who is proficient in the learner’s language and adheres to a Code of Conduct / Ethics).


    Language / Communication Categories:
    1. people born deaf, and native language is a sign language
    2. people whose native language is a spoken language, such as English
    3. people with minimal language or minimal communication (lack of exposure or cognitive disability or both)


    Common Methods to Communicate with Deaf-Blind People

    1. Sign language American Sign Language (ASL)
  • is NOT “English conveyed with signs”
  • must use qualified interpreter or risk lethal MIScommunication!

    2. English language (for consumers who are proficient with English!)
  • spelled out (fingerspelling, print on palm, written notes, devices/technology; finger braille, etc.)
  • spoken (amplifiers and assistive listening devices, speechreading, etc.)

    3. Gestures
    4. Symbols and signals, pictures, maps

  • Complex room / building layouts and intersection design can be conveyed with drawings on the hand or back, or raised-line / tactile drawings or maps

    5. Pictorial description (using hands / space to convey positions and movements of people, vehicles, and objects, as is done in ASL) -- click here for examples.
  • Layouts of rooms can also be conveyed through spatial representation

    Communicating with your deaf-blind student in adverse conditions:


    Tactile communication

  • When teaching your student in cold environments, a mobility muff can be essential!

  • In hot, sweaty conditions, when tactile communication can be uncomfortable and even chafing, judicious use of powder on the hands can make things go smoothly and comfortably (be sure the student is aware and approves – some people are allergic or want to avoid getting powder on their clothes).




    Auditory communication

    • Interpreters:
  • Registry of Interpreters for the Deaf (RID) certifies interpreters and has a code of ethics or professional conduct
  • Interpreter should be professional / impartial, and not involved in discussion while interpreting
  • Pre-conference: explain communication needs of client; lesson; terminology; points NOT to be conveyed
  • Speak to the consumer, not to the interpreter
  • Interpreter must understand what you’re explaining / teaching in order to interpret effectively
  • Plan interpreter / student / instructor positions. If student is visual, instructor stands near interpreter, to be seen by student easily while watching interpreter.
  • You can’t communicate while visual / tactual student is distracted with visual / tactual tasks
  • Consider consecutive interpreting rather than simultaneous interpreting (especially effective for conveying concepts or environmental layouts / routes)

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