Abstract
The aim of this study was to describe the development of communication between deafblind children and their parents in real-life settings using video registrations. Longitudinal case studies of six children suffering from severe visual impairment in combination with profound hearing impairment are presented. Four of the six children also have additional functional disabilities affecting their motor and cognitive development. At the time of the first video-recording the children were between 6 months and 3 years 9 months of age. They were observed for a period of 2 years. Detailed analyses of the video-recordings showed that all of the children could communicate with their parents and the parents with their child. Even if the expressions varied and were sometimes difficult to interpret, the early development of communication followed the same patterns as that for non-disabled children, from interest in social games with the carer to interest in the physical environment and thereafter an intent to share their experiences with another person.
Highlights
The aim of this study was to describe the development of communication between deafblind children and their parents in real-life settings using video registrations
The aim of the study is to describe the development of communication between deafblind children and their parents in real-life settings
Detailed observations of children and their parents in real-life settings over a period of time have shown to be an appropriate method when the aim is to study the development of communication (Preisler 1995)
Summary
The aim of this study was to describe the development of communication between deafblind children and their parents in real-life settings using video registrations. Studies of the development of communication and language in deaf and severely hard of hearing children have shown that these children can develop in much the same way as hearing children, provided that they are allowed to use a language code which is easy for them to perceive as well as to produce, for example sign language (Erting, Preziosi & O’Grady Hynes 1990, Jamieson & Pedersen 1993, Koester 1994, Meadow-Orlans & Spencer 1996, Norden et al 1981, Preisler 1983, 1995, Robinshaw & Evans 1995). As they have to be highly attentive to sounds in the environment they can exhibit a stiff body posture and a blank face in situations where parents expect smiles and different body movements, resulting in a mismatch of communication (Fraiberg 1977, Landau & Gleitman 1985, Preisler 1995, Rowland 1983)
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