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!

n Resources to learn communication needs: consumer and family; referring agency; deaf-blind specialists

Deaf-blind specialists / resources:

For school-age students: NTAC state programs (http://www.tr.wou.edu/ntac/)

For adult clients: HKNC regional reps (516-944-8900; www.hknc.org)

DB-LINK (800-438-9376; 800-854-7013; http://www.tr.wou.edu/dblink/) provides extensive information and resources about deaf-blind children

n 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

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

-- 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

NOTE: 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)

· People -- 3 methods to represent a person:

1. one finger held upright (conveys movement in space in relation to other objects)

2. whole hand (conveys movement with emphasis on turns and crossings)

3. two fingers pointing down, to represent walking legs (conveys feet position and movement)

· Cane movement – conveyed with a finger representing the cane, moving on a flat hand (yours or the student’s) which represents the ground surface

· Vehicles – represented with the ASL symbol for vehicle, can convey traffic movement and patterns

· Layouts of rooms can be conveyed through spatial representation

Communicating with your deaf-blind student in adverse conditions:

· Tactile communication

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

o 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

o In noisy environments, such as intersections and business areas, an assistive listening device such as the Pocket Talker can be a lifesaver!

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)

Return to Home page