During the COVID-19 pandemic, many DeafBlind children were left without access to educational services when schools went remote. This article presents findings from a project that brought DeafBlind adults into the homes of DeafBlind children during a historically unprecedented time, when a new language was emerging among DeafBlind people who call themselves “Protactile”.

https://www.inverse.com/innovation/john-lee-clark

https://www.protactileresearch.org/feeling-phonology.html

After his wife died when he was 86, Bert Reidel, a man with Usher Syndrome, moved to Colorado to live with his son and daughter-in-law. Although Bert was an expert Braille reader, he had never learned sign language and his wife had been his “eyes and ears” to the world. This book tells the story of Bert’s life and how he learned sign language beginning at age 86. It illustrates that it is never too late to learn as it describes how sign language transformed not only Bert’s life, but the lives of his family, friends, and the interpreter who was his sign language teacher. Cost $15.95. Available from Ellexa Press LLC, 32262 Steven Way, Conifer, CO 80433. Fax: 303-838-7010. E-mail: dlc@ellexapress.CityMax.com. This document is available on the web at: http://www.ellexapress.citymax.com

This video is a documentary by a deaf-blind interpreter. Susan Hajjar, grew up with three siblings who are deaf-blind and tells the story of how their influence affected her life. The video features Jamie Lard, a deaf-blind woman who advocates on behalf of deafblind people. Jamie describes her upbringing including her time as a student at Perkins School for the Blind, and now as an adult living independently. It also features Harry Anderson, president of the American Association of Deafblind (AADB), and Ona Stewart, a deaf-blind woman with Usher syndrome who lives and works independently in a large city. Barbara Wagreich, who is orally trained and uses fingerspelling, is a software engineer who is unemployed at the time of the taping. She describes the difficulties she faces in gaining employment especially in a declining labor market of information technology. Describes how many people with deafblindness face isolation and loneliness. Other profiles include Chuck Ferraro, and the Tracy family. A transcript of the video is also available.

Contains descriptions of 13 methods of communication used by Deaf-Blind People. Includes: Print on Palm; Tadoma; Small Sign Language; Tactile Sign Language; Tactile Fingerspelling; FingerBraille; Alphabet Glove; Alphabet Card; Braille Alphabet Card; Tellatouch; TeleBraille and Braille Tape. Includes illustrations. VIEWS, vol.14, #11, December 1997, p.6

This "how-to" manual is intended to support theater companies and venues in serving deaf-blind patrons. It was developed by the Northeastern University Interpreter Education Project of New England, Wheelock Family Theatre, Deaf-Blind Contact Center and D.E.A.F. Inc. Creating access requires the coordinated efforts of a variety of people. Roles and responsibilities of the following staff are described: theatre staff, access coordinator, production department, box office, managerial and marketing. The role of interpreters is discussed at length. Topics include payment issues, preparation time, seating options and the use of an American Sign Language consultant. Pre-show tours, monetary considerations and a performance timetable are also included. Sidebars include comments by a deaf-blind patron, a theatrical producer and an interpreter.

This article discusses the results of a survey sent to the AADB-L listserv and other major listservs for deaf-blind people. It asked 5 questions pertaining to the use of the video relay service interpreting. Publisher's web site: http://www.aadb.org/ THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, # 2, pp. 22-26

This brief article describes Communication Facilitators (CFs). CFs relay visual information from video phone calls to deaf-blind individuals using tactile or close vision sign. The Deaf-Blind Service Center (DBSC) in Seattle offers deaf-blind people the opportunity to use DBSC's video phone to make Video Relay Service (VRS) calls or a direct call using one of DBSC's CFs. Publisher's web site: http://www.aadb.org/ THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, # 2, pp. 27-28

Lists accommodations and adaptations that can be made in a classroom for students with Usher Syndrome. Includes suggestions for lighting, seating, classroom environment, materials, sign language techniques, orientation and mobility, and self-advocacy.

Perkins Diversity and Inclusion Speaker Jaimi Lard and Sign Language Interpreter Christine Dwyer describe the revolution sweeping the deafblind community

The Helen Keller Archive at the American Foundation for the Blind (AFB) is the world’s largest repository of materials about and by Helen Keller. Materials include correspondence, speeches, press clippings, scrapbooks, photographs, photograph albums, architectural drawings, audio recordings, audio-visual materials and artifacts.

ASL video series about Usher Syndrome and the Usher Syndrome Coalition

This article talks about six bushwalkers with Usher syndrome in Australia who embarked on hiking trips with sighted guide volunteers. Questionnaires and interviews afterwards assessed their physical, mental, and emotional health. DBI REVIEW, No. 54, pp. 13-17.

The author describes the isolation caused by subtle discrimination against people with disabilities and provides concrete examples from her own life as well as examples of a broad range of subtle behaviors and events that perpetuate inequities for people with disabilities in post-secondary education. The author describes herself as both legally blind and severely hard of hearing (aka deaf-blind). REVIEW OF DISABILITY STUDIES, Vol. 10, #1-2, pp. 3-5.

This web-based publication consists of 18 stories by Deafblind people about their experiences with sports and recreational activities—from triathlon to mountain climbing to speed skating. American Printing House for the Blind

This booklet includes 15 one-page stories of young people with deaf-blindness from around the world. Most are accompanied by a photo.

This article is by Haben Girma, lawyer and disability rights advocate, a graduate of Harvard Law School, and the first deafblind student ever to do so. She describes it as a triumph of self- confidence over doubt. TALKING SENSE, Vol. 59, No. 1, pp. 34-35.

This book is a collection of 27 personal accounts written by people with Usher syndrome and their family members. The authors are from all walks of life and the stories encompass a wide range of experiences. They are organized into five sections: “Diagnosis: Learning, Accepting, Living with Usher Syndrome,” “Life in an Usher Family,” “Independent Living,” “Professional Life as an Usher Person,” and “Inspiring Tales: Who Says I Can’t?” Merrimack Media.

Vlogs 1-4 are in the bibliography already, but not #5.

This 10-minute video discusses touch signals, Haptics, and Pro-Tactile. Helen Keller National Center

This article discusses things that organizations and individuals can do to make society more accessible to people who are DeafBlind. VIEWS, Vol. 33, No. 1, p. 24.

This brief article emphasizes the importance of self-advocacy in the DeafBlind community and mentions several examples in different parts of the country. VIEWS, Vol. 31, No. 2, p. 13.

The author educates the public on some of the varied ways in which she and other individuals who are deaf-blind communicate. She is employed by Sense in the UK as a Campaigns Involvement Officer. BBC News Ouch Blog.

The author, who is deaf-blind, describes his experience serving on the first committee to draft a text for the United Nations’ Convention on the Rights of Persons with Disabilities. In Maya Sabatello and Marianne Schulze (Eds.), Human Rights and Disability Advocacy (pp. 146-156). University of Pennsylvania Press.

https://hkonlinecourses.org/Courses

A brief overview of touch signals, including Haptic Communication and Back-Back Channeling, that was sent out to the Professionals Serving Deaf-Blind Consumers Listserv.

This chapter provides an overview of communication in people with deafblindness, covering levels of communication, modes and functions, using touch, communication challenges, early versus late deafblindness, consequences of limited perception of distant stimuli, social- emotional and behavioral challenges, assessment approaches and tools, augmented and alternative communication (AAC), and building an environment conducive to communication. In Marc Marschark and Patricia Elizabeth Spencer (Eds.), The Oxford Handbook of Deaf Studies in Language (pp. 325-343). Oxford University Press.

This article reports on a linguistic study examining the use of real space blending in the tactile signed languages of Norwegian and Swedish signers who are both deaf and blind. Tactile signed languages are typically produced by interactants in contact with each other’s hands while signing. Of particular interest to this study are utterances which not only consist of the signer producing signs with his or her own hands (or other body parts), but which also recruit the other interactant’s hands (or another body part). These utterances, although perhaps less frequent, are co-constructed, in a very real sense, and they illustrate meaning construction during emerging, embodied discourse. Here, we analyze several examples of these types of utterances from a cognitive linguistic and cognitive semiotic perspective to explore how interactants prompt meaning construction through touch and the involvement of each other’s bodies during a particular type of co-regulation. COGNITIVE LINGUISTICS, Vol. 26, No. 2, pp. 261-287.

This article theorizes that tactile languages may exist as unique languages (rather than just modifications of visual sign language). Through the analysis of a 1 ½ minute video of a congenitally deaf-blind boy communicating with his mother about a playground experience, the authors explored tactile linguistic features of phonology, morphology, semantics, and syntax. The linguistic features of tactile language were found to involve a potential unique and complex structure based on direction, speed, and acceleration of movements; pressure; and body position. JOURNAL OF COMMUNICATION DISORDERS, DEAF STUDIES & HEARING AIDS, Vol. 3, No. 2.

Engaging people from marginalized groups such as the deafblind and Usher communities to participate in research has historically proved challenging, mainly due to communication differences between participants and researcher. This British article discusses the use of an approach called “Multiple Sensory Communication and Interview Methods” (MSCIM) during a qualitative research study involving 20 adults with Usher syndrome. Communication and interview methods were participant-led. Communication methods included clear speech, visual frame British Sign Language (BSL), hands-on BSL, deafblind manual, and written communication. Participants were given the choice to be interviewed face to face, over the telephone, via Skype (video or no video), or via email. The approach led to a measure of unexpected equalizing between the researched and the researcher and explored how empowering individuals from marginalized groups as active participants contributes to inclusivity and promotes trustworthiness in research. BRITISH JOURNAL OF SOCIAL WORK.

This article is concerned with the linguistics of Tactile American Sign Language (TASL). It analyzes some of the social and interactional mechanisms that constrain pragmatic acts of intention attribution among DeafBlind people in Seattle, Washington. Drawing on analyses of video recorded interactions, notes from fieldwork, and more than 15 years of involvement in the Seattle DeafBlind community, the author argues that under the influence of the recent “pro-tactile” movement, DeafBlind people are generating new and reciprocal modes of access to their environment, and this process is aligning language with context in novel ways. She discusses two mechanisms that can account for this process: embedding in the social field and deictic integration. FRONTIERS IN PSYCHOLOGY, Vol. 6, Article 1497.

This study surveyed 90 adults with Usher syndrome in the United Kingdom, measuring depressive symptoms, loneliness, and social support and how these related to physical and mental health-related quality of life (HRQOL). Psychosocial well-being was shown to predict physical and mental HRQOL. Increasing depressive symptoms were predictive of poorer physical and mental HRQOL. Higher levels of loneliness predicted poorer mental HRQOL. Finally, increasing levels of social support predicted better mental HRQOL. BMJ OPEN, Vol. 7, No. 1.

Through a questionnaire, this study compared 60 persons with deaf-blindness due to Usher syndrome type 1 with a cross-section of the Swedish population. The psychological health, social trust, and financial situation of persons with USH1 were found to be significantly poorer than those of the reference group, although this was not the case for physical health (persons with USH1 only expressed significantly more problems with headache). The USH1 group reported fatigue, loss of confidence, suicide thoughts and attempts, not wanting to go out alone, not receiving help, and having no one to confide in. BRITISH JOURNAL OF VISUAL IMPAIRMENT, Vol. 34, No.1, pp. 15-25.

This article summarizes the recent international research studies on the psychosocial situation of people with Usher syndrome. It covers diagnosis, stress in different areas of life, mental health issues, social stress, self-image and self-esteem, sense of humor, and coping strategies and programs. DBI REVIEW, #56, pp. 22-25.

This study surveyed 131 individuals with dual sensory loss between the ages of 55 and 99 years about their most important needs, the challenges associated with their sensory losses, and the training needs of the people who interact with them. The most commonly identified needs were transportation, technology training, assistance with errands, and improved communication. Medical providers were identified as the service providers who most need training about dual sensory loss. A majority of respondents thought their local community members, friends, and family also need education. Some differences were noted based on age of onset of sensory losses. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, Vol. 110, No. 6, pp. 399-411.

This literature review of 28 articles focuses on the experience of vulnerability in people with deafblindness. While no empirical studies specifically examining this topic were found, deafblind people described feelings of vulnerability in studies exploring their experiences more generally and in personal accounts. This population is identified as “at risk” of various adverse outcomes, particularly when compared to the non-deafblind majority. The literature largely relates to negative outcomes and includes significantly less exploration of positive risk taking, coping capacity and resilience. Deafblind people do not appear to describe themselves as being vulnerable as a permanent state, suggesting a need for greater exploration of the experience among all sections of this heterogeneous population, with consideration of resilience and coping. HEALTH & SOCIAL CARE IN THE COMMUNITY, Vol. 25, No. 3, pp. 813–839.

This dissertation examines the educational experiences of five leaders from the DeafBlind community. Data collection consisted of two in-depth face-to- face interviews, two participant journals, and document reviews. Critical DeafBlind Theory (CDBT) served as the theoretical framework to determine how the educational experiences of leaders who are DeafBlind were interwoven with the norms and values of the DeafBlind community. Themes that were identified included "not experiencing complete access," "direct and full access," direct "hands on experience" education, extracurricular experiences, "missed a great deal of information," "advocating for myself," "many kids teased us," "discussions with my classmates," self-educating, the importance of role models who are DeafBlind and d/Deaf, and "most of my learning came through reading." Includes some discussion of interpreters and SSPs.

In this study, 10 adults who are deafblind were interviewed about their social lives. Additional data was collected from a discussion board and emails from the study participants. Three findings emerged from the data: (a) Navigating adaptations was a significant part of socialization. (b) Gaps existed in work, family, and formal support networks. (c) The participants drew upon resiliency and advocacy to manage these gaps. The article includes a discussion of the Pro-Tactile movement. AMERICAN ANNALS OF THE DEAF, Vol. 161, No. 3, pp. 369- 383.

This study measured the effects on ten people who are deaf-blind and received support over a six month period from a ‘communication guide’ who received training in deaf-blind issues, sighted guide and deaf-blind communication. Participants completed pre-post quantitative measures and a semi-structured interview at the end of the intervention. The qualitative and quantitative data indicated improvement in quality of life of participants.

This chapter investigates adverbial use in tactile American Sign Language (TASL) using a linguistic case study of a conversation between two adults with Usher syndrome Type I. The participants were videotaped during a 50-minute dialogue. The study found that the signers used tactile components (such as holds, tenseness in hands, and added signs) to make up for visual nonmanual signals that convey meaning in ASL. Specific ways in which they expressed adverbials of various types are presented in tables. The author concludes that there is grammatical variation between visual and tactile ASL.

An article highlighting the successful efforts of a woman with Usher Syndrome completing a triathlon with the assistance of a support team of interpreters and guides. Describes Maricar Marquez's experiences as a woman who is deaf-blind and her will to do many things including rock climbing, exploring caves, skydiving, and triathlon. DEAF-BLIND AMERICAN, vol. 37, #3, April-June 1999, pp. 11- 14.

This article is a poem written by a person who is deafblind reflecting on sign language. This document is available on the web at: http://www.nfb.org/Images/nfb/Publications/fr/fr22/fr06sum03.htm FUTURE REFLECTIONS, Summer 2006, Vol. 25, #2, p. 11.

Roberta Fanicelli interviews Winnie Tunnison about what it is like to be deaf adult who then loses her sight. Patricia Capone acts as interpreter for Winnie who signs her responses to Fanicelli's questions. Winnie discusses her emotional and intellectual responses to the realization that she was indeed going blind, including her hospitalization and treatment for depression. Ilene Miner represents the Helen Keller National Center and talks about what the program offers adults who are deaf-blind and the emotional impact often felt by those adults who find they are losing both sight and hearing. Open captioned. HKNC, 111 Middle Neck Road, Sands Point, NY 11050-1299, (516) 944-8900.

This article describes who deafblind people are, how to tell if someone is deafblind, and how to communicate with someone who is deafblind. Describes various methods of communication including fingerspelling and using the phone. Provides information on how to assist someone who is deafblind to get around in the community and how to ensure they are safe and healthy. Publisher's web site: http://www.sense.org.uk This document is available on the web at: http://www.sense.org.uk/pdfs/10point.pdf

This article provides examples and role definitions for support team members for a deafblind student. Roles of the student, parent, administrator/case manager, primary support teacher, interpreters, vision teacher, and mobility instructor are defined in detail. Various methods to define, establish and communicate the role of each team member to general educators are provided. Sample topics to address in a guidebook for inclusion of a deafblind student are included. VIEWS, vol. 17, #3, March 2000, pp. 16-17.

The author interviews a young woman, Emma Hancock, who has Usher Type 1 and who is a college student in London. The student discusses her difficulties in choosing the right school for her needs and finding financial support for the special services she requires, such as tutoring, interpreting, and note taking. Her difficulties in dealing with the attitudes of her fellow students and instructors and in coping with communication issues are included. The article ends with 11 tips that Ms. Hancock offers others in her situation. This document is available on the web at: http://www.sense.org.uk/publications/allpubs/magazine/tsarticles/1996/usherfured.htm TALKING SENSE, vol. 42, #3, Autumn 1996, pp.24-26

An article outlining an upcoming research grant focusing on holistic communication strategies in the area of acquired deafblindness. The aims of the research are: to examine the strategies and theoretical models of the function of language for improving communication for acquired deafblind people, their family members and interpreters, to analyze and identify how these different methods and techniques can be applied to improve the quality of communication, to identify internationally the most common methods of how a person is able to describe their own emotional feelings, to interpret environmental information and non-verbal signals to deafblind persons through touch, and to produce articles, videos and teaching materials during the research project. NUD NEWS BULLETIN, #1, 1999, pp. 20-21.

Discusses the need for deaf-blind people to be exposed to their natural language, American Sign Language. Also talks about his belief that parents and family members of people who are deaf-blind must build a rapport with, and interact with, members of the deaf-blind community. Proceedings of the National Symposium on Children and Youth who are Deaf-Blind, Tysons Corner, VA, December 1992. J. Reiman and P. Johnson (Eds.)

This video is intended for hearing and sighted people who work in recreational facilities, such as zoos and museums. It explains how to provide service and improve access to facilities for deaf-blind consumers. Communication methods, use of a tty, how to tell when a deaf-blind person needs help and how to provide it, and deaf-blind culture are discussed. Ways of improving access, such as how to get printed materials made into Braille or large print, provision of good lighting, easy-to-read signage, interpreters and guides, are offered.

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.

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.)

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

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.).

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

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

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.

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.

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.

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.

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.

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

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.

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

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.

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.

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.

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

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

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.

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

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

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.

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/

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/

Discusses the need for deaf-blind people to be exposed to their natural language, American Sign Language. Also talks about his belief that parents and family members of people who are deaf-blind must build a rapport with, and interact with, members of the deaf-blind community. Proceedings of the National Symposium on Children and Youth who are Deaf-Blind, Tysons Corner, VA, December 1992. J. Reiman and P. Johnson (Eds.)

A video portraying the views of people who live with Usher Syndrome and are deaf-blind. It describes the difficulties and adjustment associated with becoming blind while deaf. Four people are interviewed and tell (with the assistance of interpreters) what life is like for them, their struggles, and how they have come to accept their disability.

The information in the article was compiled from deaf-blind consumers and Support Service Providers (SSP) at Georgia's Deaf-Blind Access of the South camp. It includes lists developed by participants on what makes a good SSP and what makes a good deaf-blind consumer. The section on a good SSP includes attributes such as attitude, time, skills, transportation, and other issues. The section on a good consumer includes attitude, skills and knowledge, and speaking up. The article gives specifics on each attribute as well as information on how the lists were developed. THE DEAF-BLIND AMERICAN, vol. 42, #2, April-June 2003, pp. 23-28.

An outline of workshop discussing improving relationships between SSPs (Support Service Providers) and deaf-blind consumers in working and playing; learning how to express wants and needs to each other; and developing skills in respecting one another's opinions and suggestions. DEAF-BLIND AMERICAN, vol. 37, #1, 1998, pp. 6-7.

This article is excerpted from a speech given by Jamie McNamara at the Missouri Deaf-Blind Association’s 7th Anniversary Dinner, April 15, 2000. Presents the concept of interdependence versus independence and the role of support service providers (SSPs). Discusses SSP issues and how to identify problems and brainstorm solutions. Identifies a few ideas to get started on how to find SSPs, and keep them. DEAF-BLIND AMERICAN, vol. 38, #4, July-September 2000, pp. 31-36.

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.)

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.).

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 authors’ 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

In the study reported here, 10 experienced deaf-blind users of either American Sign Language or Pidgin Sign English participated in experiments to determine their ability to receive signed materials including isolated signs and sentences. Experimental results are discussed in terms of differences in performance for isolated signs and sentences, differences in error patterns for the ASL and PSE groups, and communication rates relative to visual reception of sign language and other natural methods of tactual communication. JOURNAL OF SPEECH AND HEARING RESEARCH, vol. 38, April 1995, pp. 477-489.

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

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, fingerspelling, 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.

The goal for this book was to include empirically-based work that is international in scope and extends knowledge of the sociolinguistic issues in deaf communities by building on previous research or breaking new ground with preliminary studies. This collection of data-based studies follows a variety of research methodologies with two recurring themes. First, the perception of deaf people and deaf communities and second, bilingualism. Specifically related to deaf-blindness, in part six, there is the study Tactile Swedish Sign Language: Turn Taking in Signed Conversations of People Who Are Deaf and Blind by Johanna Mesch. Sociolinguistics In Deaf Communities Series, Volume 6

This article gives a list of suggested tips for deaf-blind individuals when working with interpreters. It recommends screening interpreters and advocating for communication and logistic needs. Publisher's web site: http://www.aadb.org/ THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, #2, pp. 12-14

This second edition of Guidelines includes expanded chapters on topics such as tactile sign language, interpreting, conversation and physical environment. New information and more examples are included. Three new chapters include: Support Service Providers; Authority, Power and Control; and Meetings. The book is intended for people who know Sign Language, who are already experienced in "deafness" and in interacting with Deaf people, and who want to know more about "deaf-blindness" and interpreting for Deaf-Blind people. Professional interpreters, student interpreters, and anyone who wants to communicate and/or work more effectively with Deaf-Blind people will benefit from reading this book. May be ordered from Sign Media, Inc., 4020 Blackburn Lane, Burtonsville, MD 20866. Phone: (800) 475-4756. Cost: $24.95 Publisher's web site: http://www.signmedia.com

This book is aimed at interpreters, teachers, and other professionals who work with deaf-blind people. It provides basic information about deaf-blindness and devotes a large section to interpreting. The appendices cover organizations, agencies, and schools serving deaf-blind people; training for teachers and interpreters; manual and Braille alphabets; and characteristics of vision loss; recommendations for those looking for more information.

This video takes a look at Usher Syndrome through the experiences of Danny Delcambre, a deaf-blind restaurant owner in Seattle, Washington. Neurologist/author Oliver Sacks explores the nature of deaf-blind culture, American Sign Language, and tactile signing with several deaf-blind adults in both Louisiana and Washington.

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/

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). 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/

This brief article emphasizes the importance of self-advocacy in the DeafBlind community and mentions several examples in different parts of the country. VIEWS, Vol. 31, No. 2, p. 13.

A young man, who is deaf-blind, explores a sculpture with a Support Service Provider (SSP). He uses tactile sign language and touch to explore and communicate about this piece of art.

A video introduction to the Seattle Deaf-Blind community and the role of the Support Service Provider (SSP), narrated by Jelica Nuccio.