What is Deafblindness?
 A person is considered to be deafblind when they have a combined loss of both vision and hearing such that neither of these two distance senses can be used as the primary source of learning.
Deafblindness is essentially an “Information Gathering” disability. It is rare and considered to be very low incidence. The impact that a dual sensory impairment can have on a child’s ability to gather enough clear and undistorted information to make sense of their environment is significant, creating a high level of need. As a result of the difficulty in accessing information through the distance senses of vision and hearing, many students with deafblindness face extreme challenges in developing an effective communication system, in establishing social relationships, in acquiring general learning, and in tasks of daily living. Without appropriate Intervention and access to techniques designed specifically for children with deafblindness, these students are at a considerable educational risk.
Key Words and Phrases to Use When Describing
Deafblindness and Intervention
* Deafblindness is an “Information Gathering Disability”.
* The Intervenor is there to provide the child with the information they are unable to gather on their own, because of their limited access to visual and auditory information.
* Intervention = Information, the two words can be used interchangeably.
* Distance Senses vs Impact Senses
* The goal is to ensure that the learner with deafblindness is an “Active” and “Informed” participant in every activity.
* It is critical that the Intervenor provides a consistent presence in the child’s life in order to gain their trust, and provide them with a safe base for exploration. (Pull out your knowledge about Attachment theory and how it applies to the deafblind child).
* Intervention is a Canadian concept, that is beginning to be recognized about the world as the standard for supporting children who are deafblind.
* A sighted, hearing child learns by listening to and watching others, then imitating what he has seen and heard. The deafblind child does not have this option, and must learn by direct hands on experience with an object or activity. The Intervenor must be there to provide the child with information and to let the child know what his or her options are.
Putting It All Together
Deafblindness is essentially an “information gathering” disability. The Intervenor opens up the world for the learner who is deafblind by providing him or her with the information about the world that he or she would otherwise miss. INTERVENTION = INFORMATION, the two words are interchangeable. The role of the Intervenor is a very complex one. A good Intervenor is skilled in ensuring that the child is an “informed” and “active” participant in every activity. To do this effectively, the Intervenor must know the child extremely well, and understand their vision and hearing in order to help him or her gather enough information to make sense of the world. The Intervenor must be there at all times to respond to all attempts that the child makes to communicate. Remember that the deafblind child cannot learn simply by observing or listening to
others. They must be directly involved in a very hands on manner in order to learn. The Intervenor acts as a facilitator and a communication partner to ensure that this is happening at all times.
A good Intervenor makes it look easy, but it is really a very complex dance. The Intervenor must constantly be there for the learner, supplying him or her with the information the learner is unable to gather on their own. It is only through the knowing the child very well that the Intervenor can read every subtle attempt the child makes at communication and responds immediately.
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