
Contents
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Etiologies and Associated Characteristics Etiologies and Associated Characteristics
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Communication and Deafblindness Communication and Deafblindness
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Levels of Communication Levels of Communication
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Communication Modes and Functions Communication Modes and Functions
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Communication by Touch Communication by Touch
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Language and Communication Challenges and Consequences Language and Communication Challenges and Consequences
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Consequences of Early Versus Late Deafblindness Consequences of Early Versus Late Deafblindness
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Consequences of Proximal Versus Distal Sensory Information Processing Consequences of Proximal Versus Distal Sensory Information Processing
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Social-Emotional and Behavioral Challenges Social-Emotional and Behavioral Challenges
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Assessment of Language, Communication, and General Development Assessment of Language, Communication, and General Development
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Assessment Instruments Assessment Instruments
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Assessment Approaches Assessment Approaches
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Communication Matrix Communication Matrix
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Child-Guided Assessment Child-Guided Assessment
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Analyzing Dyads Analyzing Dyads
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Learning to Communicate Learning to Communicate
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Augmented and Alternative Communication Augmented and Alternative Communication
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Communication Modes Communication Modes
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Tadoma, Lorm, and Tactile Signing Tadoma, Lorm, and Tactile Signing
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Building a Communicative Environment Building a Communicative Environment
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Conclusions Conclusions
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References References
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22 Language and Communication in People Who Are Deafblind
Get accessMathijs P. J. Vervloed Behavioural Science Institute School of Educational Sciences Radboud University Nijmegen Nijmegen, The Netherlands
Saskia Damen Royal Dutch Kentalis and University of Groningen Department of Special Needs Education and Youth Care Groningen, The Netherlands
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Published:11 February 2016
Cite
Abstract
The development of language and communication in people who are deafblind requires child rearing, interaction, and teaching methods that match each individual’s cognitive development, level of functioning, and interest; that can be perceived on a sensory level; that provoke responses that match the individual’s linguistic and motoric level; and that also fit with the language and communication skills and resources of people around them. This chapter describes all these different aspects of language and communication in children who are congenitally deafblind (and who seldom acquire symbolic communication) as well as people with acquired deafblindness. It also gives an overview of the way access to communication and language can be accommodated, including assessment, augmented and alternative communication, and staff training.
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