Items

• ASSESSMENT OF SERVICE-LEARNING IN THE DEAF-BLIND COMMUNITY
  The concurrent conditions of deafness and blindness present a set of unique needs within a community that highly values independence and autonomy. This project assesses the service-learning initiative in a post-secondary Interpreter Education Program (IEP) in which students learn via civic engagement with the Deaf-Blind community to employ concepts and skills acquired from coursework. In 2005, several years after implementing service-learning in the Interpreting for Individuals Who Are Deaf-Blind course, the program assessed project efficacy through reflective journal analysis and stakeholder interviews. Results indicated dominant themes around Deaf-Blind consumer empowerment, personal attitudes, coping strategies, and application of experiences to specific topics addressed in class. Outcomes of this assessment are being used to revise the course so as to align objectives more closely with needs of students and community entities that serve persons who are Deaf-Blind. JOURNAL OF EXPERIENTIAL EDUCATION, 2007, Vol. 30, No. 2, pp. 134-152.
• WHAT HAPPENS IN TACTILE ASL?
  This study focused on tactile ASL as it was used by fluent Deaf-Blind ASL users when they communicated tactilely with other fluent Deaf-Blind ASL users. Selected linguistic features from four subfields of linguistics (phonology, morphology, syntax and discourse) were studied. Comparing visual ASL with tactile ASL provided a unique opportunity to observe the variation and change that occurred when a community of fluent Deaf-Blind ASL signers used a visual language in a tactile mode. Pinky Extension and Eye Gaze: Language Use in Deaf Communities. Lucas, Ceil (Ed.)
• A third way: communication project for adults and elderly people with acquired deafblindness
  This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes the creation of a third way to communicate, a tool for communication based on linguistic components from sign language, tactile sign language and tactile signs. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada
• TACTILE SWEDISH SIGN LANGUAGE: Turn Taking in Signed Conversations of People Who Are Deaf and Blind
  This chapter describes how deaf-blind people regulate turn-taking in conversations when using tactile sign language. Describes the two different conversation positions, monologue and dialogue, used by deaf-blind signers. Provides line drawings to illustrate how the different positions affect the conversation, and the manual sign structure. Describes turn zones, back channeling and support turns, all of which direct the flow of the conversation. From Bilingualism and Identity in Deaf Communities, Metzger, Melanie (Ed.).
• TACTILE SIGN LANGUAGE: Turn Taking and Questions In Signed Conversations of Deaf-Blind People
  This dissertation is primarily about turn-taking and questions as they are carried out in tactile conversation. Beginning with the concept of deaf-blind people and different methods of communication, it then presents the material used in the author’s analysis and then an overview of the concept of "conversation" which consists of sequences, turns, adjacency pairs and feedback. It then looks more specifically at form and function regarding questions with an overview of interrogative clauses in sign language and shows what partial signals are used in questions. The author also analyzes yes/no questions, alternative questions and wh-questions. Finally the book examines support questions and how conversational participants support one another by requesting feedback and clarification. This dissertation was originally written in Swedish and then translated into English. Publisher's web site: http://www.signum-verlag.de International Studies on Sign Language and Communication of the Deaf, Volume 38
• Signed conversations of deaf-blind people
  This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The study focuses on turn taking and questions in conversations among deaf-blind people using tactile sign language. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada
• PARTNERS IN LANGUAGE
  This 28-minute videotape demonstrates the teaching methods and strategies employed at the Helen Keller National Center to increase communication skills among adults with deaf-blindness and limited language skills. Using a case study approach, communication training is seen as it is provided during functional adult activities (i.e., work, meal preparation, leisure time). Interaction between staff and students are presented. Techniques to encourage non-symbolic and symbolic communications are demonstrated. Specific communication methods such as the use of tangible or object symbols are explained. Interactions between staff and students demonstrate the techniques used to introduce tactual sign language vocabulary. Emphasis is placed on the importance of the environment, turn-taking strategies and role models for language acquisition. A review of all methods and strategies demonstrated at the end of the tape. Available from HKNC, 111 Middleneck Road, Sands Point, NY, 11050, (516) 944-8900.
• MODIFIED SIGN LANGUAGE FOR CONGENITALLY DEAFBLIND PEOPLE
  This article outlines the work being done in Denmark to modify sign language for use by deafblind people. The rationale for the modification, the principles for modifying the signs, and the procedure for standardizing are all listed, as are the future goals in this field. DEAFBLIND EDUCATION, January-June 1994, pp. 16-17.
• LOSING TOUCH: A SURVEY OF SIGN LANGUAGE RECEPTION AND MODIFICATION FOR DEAF PEOPLE WHO ARE LOSING THEIR SIGHT
  This is the report of an investigation conducted in England commissioned and funded by SENSE and the Council for the Advancement of Communication with All Deaf People - CACDP. It was designed to explore the communication needs brought about by the addition of adventitious visual impairment to an existing hearing loss in which sign language was the chief form of communication; to explore some of the situations imposed by visual impairment; and to offer possible insights and suggestions to professionals and other interested persons. Data was collected through interviews with 30 subjects, 10 of whom had Usher Syndrome. Communication methods used by the subjects are discussed. Spoken language, use of residual sight, and sign language must eventually be supplemented by deafblind manual communication. Subjects' views on help needed by and best approaches from professionals are included.
• Fasten seatbelts: a guided tour of the research on deafblind communication in 45 minutes.
  A presentation giving an overview of the research that has taken place regarding communication and the deafblind population. Reviews communication methods such as ASL, tactile ASL, finger spelling, computer recognition, Tadoma, and communication speed and accuracy of each. Plenary presentation at the International Symposium on Development and Innovations in Interpreting for Deafblind People, Netherlands, June 1999.
• DEPRIVATION OF INFORMATION
  Describes the causes of deprivation of information for deaf-blind people and provides suggestions for interpreters and communication partners. Causes include an inability to assimilate incidental information (information gained by looking around a room or by listening while uninvolved in a situation), censorship (e.g., when interpreters or family members consciously or subconsciously censor information due to lack of skills or because they think the information will be unpalatable or politically incorrect), inconsistency in the use of communication forms. All of these things may lead to relationship difficulties, learning stagnation, and withdrawal. Solutions include improved training for sign language interpreters, development of paraphrasing skills, more recognition of the separate and unique needs of deaf-blind people, and recognition of deaf-blind culture.
• DEFINITIONS OF ALTERNATIVE COMMUNICATION STYLES WITH DEAF-BLIND PEOPLE
  In this article several styles of communication used by Deaf-Blind people are examined. When interpreting for a Deaf-Blind person it is necessary to match their unique communication style with an accurate form of interpreting. Some issues to consider are knowing the field of available vision, knowing if the consumer is right or left-handed, and being able to use devices such as microphones or a TTY. VIEWS, vol.14, #11, December 1997, p.15
• 'DACTYLS METHOD' OF COMMUNICATION
  This article describes a new type of sign language developed by a deafblind man in Spain. His sign language combines both the Spanish manual alphabet finger signing and Spanish Sign Language (LSE), adapted for use in the palm of the hand, i.e. it uses both letters and signs in the hand. This method produces a faster speed of communication than traditional sign or manual spelling. Keys to using the signs, developing the system as well as advantages and disadvantages of the system are included. DBI REVIEW, #27, January-June 2001, pp. 4-6.
• CUEMMUNICATION: Beginning communication with people who are deafblind
  This article presents CUEmmunication or Touch-Cue Communication, a system for communicating with individuals who are deaf-blind. These guidelines are especially designed for people who are starting work on communication for the first time. The technique provides meaningful information through a combination of approach, tangible object cues, touch cues, and touch signs/gestures. It is explained in a 10 step approach and can be adapted to use with individuals of all ages. DBL REVIEW, January-June 1998, p.8
• CONFERENCE REPORTS: How Do We Communicate (with Assistive Technology)? Let Me Count the Ways
  This article describes the adaptive technology, interpreters, and other communication techniques that were used at the national conference of the American Association of Deaf-Blind. Describes the various methods of communication modes that were used in order to effectively communicate to all participants of the conference. ACCESSWORLD, vol. 1, #6, November 2000, pp. 22-26.
• COMMUNICATIVE STRATEGY: Including Transfer to Tactile Mode
  This paper presents the main points of the research in the field of tactile communication. It also presents the results of a survey looking at deafblind persons own experiences with tactile communication. Reviews methods of tactile communication, touch manuals and Tadoma. Additional information on transferring to tactile communication as one acquires deafblindness. This document is available on the web at: http://www.dbcent.dk/uk text/strategytxt.htm Plenary presentation at the 4th European Conference on Deafblindness, Madrid, Spain, July 1997.
• ASSUME NOTHING: Deafblindness - An Introduction
  Demonstrates and describes a variety of methods and techniques for communicating and interacting with people who are deafblind. Introduces six clients of the WA Deafblind Association ranging from the very young to adults. Presents issues in the daily lives of these individuals, including use of touch cues and signs, technology, tactile interpreting, and career choices. Open captioned. Available from Senses Foundation, Inc., 6th Avenue and Whatley Crescent, PO Box 14, Maylands, Western Australia 6931. Phone: (61) 08 9272 1122. Fax: (61) 08 9272 6600. E-mail: db@senses.asn.au.
• THE ACQUISITION OF TACTILE SIGN LANGUAGE BY DEAF-BLIND ADULTS
  In this article the question of whether Deaf American Sign Language (ASL) users who become blind and become tactile ASL users, go through the same process of language acquisition as any other second language learner. Typical learner strategies for second language acquisition are compared to the acquisition of tactile sign language. VIEWS, vol.14, #11, December 1997, p.18
• ABOUT COMMUNICATION WITH PEOPLE WITH ACQUIRED DEAFBLINDNESS
  This translation of the Danish booklet "Om Kommunikation Med Dovblinblevne" provides practical techniques for effective communication with people who have become deafblind in their youth or adulthood. The term deafblind is defined and the ramifications of having dual sensory impairment is discussed. Topics include: person-to-person communication, sign language and manual alphabet techniques, communication through a contact person or interpreter, conducting meetings, and deafblind telephone equipment. The section on conducting meetings covers several aspects and details such as: interpreter accommodations, the formats of the agenda and other meeting materials, breaks, lighting and indoor arrangements, and technical aids. A meeting checklist is provided. Om Kommunikation Med Dovblindlevne
• AN OPEN LETTER TO THE DEAF COMMUNITY: WE HAVE USHER SYNDROME
  A group of people with Usher Syndrome describe their feelings concerning the Deaf community's lack of understanding about the loss of sight experienced by those with Usher. They suggest ways that members of the Deaf community could interact with people who have Usher Syndrome. USHER FAMILY SUPPORT, vol. 1, no. 4, Winter 1993-94, pp. 4, 9-11.
• AN OPEN LETTER TO OUR PARENTS: What We Wish You Had Known
  This letter, composed by a group of people with Usher Syndrome who meet weekly at the Helen Keller National Center, advises parents to inform their children with Usher Syndrome about their disability, what it is called, that it is genetic, and that it can get progressively worse. The stress and embarrassment produced by symptoms of their condition in the teenage years (night blindness, clumsiness, difficulty in poor lighting) and the insensitivity of teachers unknowledgeable about the condition is discussed. None of the contributors received special services before age 17 and they feel that orientation and mobility training should start earlier with parents' support. They advise parents of deafblind children to learn and use sign language and to insure that their children learn tactual sign, sign tracking techniques, and Braille while they are still in school and before they actually need it. They also discuss the emotional ramifications of diagnosis and worsening vision: anger, frustration, and depression, sometimes suicidal, and stress that it is important that parents learn how their children feel and earn their trust by being honest with them about their condition. Available in Spanish. USHER FAMILY SUPPORT
• DEAF-BLINDNESS: AN EMERGING CULTURE?
  This paper traces the emergence of deaf-blind people through education, employment and social union into a modern community and culture. It takes note of individual accomplishments as well as the achievements of organizations for the deaf-blind. The article notes several characteristics unique to the deaf-blind culture: touch, group communication, dependence on interpreters, social mores imposed by deaf-blindness, games, class barriers, reduced general knowledge, economics, and language. The Deaf Way. Paper presented by Roderick Macdonald, president American Association of the Deaf-Blind, July 11, 1989
• DEAF-BLIND COMMUNITY: In Touch
  This is an interview with two members of the deaf-blind community in which they share their perceptions of their lives and experiences working with interpreters. NAT-CENT NEWS, vol. 24, no. 1, September 1993, pp. 20-29.
• DEAF-BLIND COMMUNICATION AND COMMUNITY: OVERVIEW AND INTRODUCTION
  This is a forty-minute open-captioned tape that features Theresa Smith discussing a number of topics that provide a glimpse into the multi-faceted Deaf-Blind community. Among topics discussed are a definition and description of the community, individual communicative differences and preferences, becoming involved in the community, and setting limits. This tape also makes use of video footage to illustrate guiding and communication preferences. Available from Sign Media Inc. for $49.95 ($98.95 when purchased as part of a set of 2 tapes). Phone: (800) 475-4756. Publisher's web site: http://www.signmedia.com/
• DEAF-BLIND COMMUNICATION AND COMMUNITY: GETTING INVOLVED - A CONVERSATION
  This ninety-minute tape offers two presentations of a forty-five minute conversation with Pat Cave and Janice Adams, two Deaf-Blind individuals. Moderated by Theresa Smith, this tape presents a discussion of topics such as general perceptions and experiences of deaf-blind adults and their communication frustration and needs. In addition, the two interpreters, one who is deaf and the other who is hearing, share some of their experiences and perceptions. The first portion of this tape is a full-screen, edited version of the conversation. The second portion uses special digital effects to present all five individuals on screen at the same time. Available from Sign Media Inc. for $59.95 ($98.95 when purchased as part of a set of 2 tapes). Phone: (800) 475-4756. Publisher's web site: http://www.signmedia.com/