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date: 21 November 2019

Abstract and Keywords

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.

Keywords: deafblindness, tactile signing, dual sensory impairment, video interaction analysis, augmented and alternative communication, intersubjectivity, tangible symbols

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