Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE ( © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

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

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.