Communication and Mediation for Deafblind Individuals
Communication and Language in Congenital Deafblindness
Communication Development
1. The process of communication development in individuals with congenital deafblindness occurs only with competent partners. These partners must be able to infer meaning from the deafblind person’s actions and provide a clear, consistent, and coherent response.
Language Acquisition
2. Language acquisition in congenitally deaf-blind individuals happens as a consequence of a successful communication development process.
Development of Communication and Language
3. The development of communication and language in deaf-blind individuals, like others, takes place through social interaction. However, partners need expertise in communication and appropriate communication systems, along with an individualized program.
Intervention and Mediation for Deafblind Individuals
Objective of Intervention
4. The primary objective of intervention with congenitally deafblind individuals is to provide education that develops their individual potential, enabling them to be self-reliant and contribute to their family and society.
Mediated Learning Experiences
5. Individuals born deafblind have limited opportunities to learn from direct environmental stimuli. Therefore, they need well-planned, mediated learning experiences to help them understand the world.
Intervention for Acquired Deafblindness
6. For individuals who acquired deafblindness shortly after birth, the main intervention goals are to maintain and develop their decision-making capacity and ability to manage their own lives. This includes providing a communication method suited to their individual needs.
The Role of Mediation
7. Mediation refers to a companion who is proficient in alternative communication systems and respects the deafblind person’s efforts and interests. The mediator facilitates indirect interaction to best meet the individual’s needs.
8. Mediation is crucial for breaking the isolation often experienced by deafblind individuals. Both those with congenital and acquired deafblindness need mediators to facilitate learning, improve social skills, integrate into work, and enjoy leisure activities.
Types of Mediation
9. Three types of mediation exist: General Mediation, Educational Mediation, and Social Mediation.
Mediation vs. Interpretation
10. Mediation and interpretation are distinct professional roles and should not be confused.
Guide-Interpreter Roles and Responsibilities
Responsibilities of a Guide-Interpreter
1. A guide-interpreter must adapt to each deafblind individual, whether they have completed a rehabilitation program or not. They must anticipate potential consequences if the individual doesn’t use proper guiding techniques and provide appropriate support.
Guiding Techniques
2. When using the sighted guide technique, the deafblind person should hold the guide’s arm above the elbow, thumb outwards, keeping their arm close to their body with the elbow at a 90-degree angle.
3. When not in contact, the guide should keep their arm relaxed at their side, facing forward.
4. To indicate a narrow passage, the guide can direct their arm backward or move the deafblind person slightly inward.
5. When approaching stairs or curbs, the guide and deafblind person should be perpendicular, with the guide ascending or descending first.
6. When navigating stairs with a handrail, the guide should slow down, lead the deafblind person’s hand to the railing, and take a final step so the individual can complete the last step safely.
Describing Objects
7. To describe an object, the guide should provide brief information, then place the deafblind person’s hands on the object to understand its size and position. The guide then helps the individual explore the object’s shape and details.
Adapting Techniques
8. Guiding techniques should vary based on the situation’s difficulty and the environment’s complexity.
Tactile Communication While Guiding
9. During tactile sign language communication while guiding, the guide must maintain visual attention to the environment, warn of obstacles, and indicate necessary movements.
Safety in Risk Situations
10. In risky situations, the guide should slow down, stop communicating, and switch to a guiding technique. If safe to proceed, the guide can stop with their arm extended. If possible, the guide should warn the deafblind person of the situation beforehand; otherwise, explain afterward.
Interpreter Roles and Responsibilities
Roles of an Interpreter
1. A guide-interpreter plays three roles: Interpreter, Contextualizer, and Guide.
Medical Consultations
2. Before a medical consultation, the interpreter should gather information from the deafblind person about the topic.
Initiating Conversation
3. To start a conversation with a deafblind person with residual hearing, approach them by saying their name, gently touching them, and introducing yourself.
Temporary Absence
4. If the interpreter needs to step away, they must inform the deafblind person.
Information Relay
5. The guide-interpreter must convey the complete message, adapting to the deafblind person’s pace and understanding.
Pre-Meeting Preparation
6. Before an interpretation session, the interpreter should gather essential information.
Environmental Factors
7. Key environmental factors are those that facilitate the deafblind person’s reception of the message.
Contextualization
8. Contextualizing requires considering the specific interpretation situation and the deafblind person’s individual characteristics.
Linguistic Interpretation
9. Linguistic interpretation involves transmitting messages while conveying both the content and the underlying ideas.
Professional Profile
10. The guide-interpreter’s professional profile depends on their individual characteristics, training, and professional attitude.
Braille and Transcription
Transcription Exercise 1
1. Mrs. Perez went to the market. The tomatoes cost 2.25 euros per kilo. Were they cheap?
Transcription Exercise 2
2. 3,490.78
Braille Error Identification
3. [Provide the braille text for error identification]
Louis Braille’s Birth Year
4. Louis Braille was born in 1809.
Six-Point Braille Combinations
5. The six-point braille system allows for 64 different combinations.
Braille Transcription
6. [Provide the braille signs for transcription]
Choosing Braille Code
7. The visual outcome is essential when choosing the appropriate braille code.
Braille Writing Instrument
8. The stylus is a manual braille writing instrument.
Interpoint Braille
9. “Interpoint” is a method of writing braille using both sides of the sheet.
Short Braille
10. Short braille simplifies words.