Relevant bibliographies by topics / Deafblind

Academic literature on the topic 'Deafblind'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Deafblind"

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Roy, Alana, Keith R. McVillly, and Beth R. Crisp. "Working with Deafblind people to develop a good practice approach." Journal of Social Work 21, no. 1 (July 15, 2019): 69–87. http://dx.doi.org/10.1177/1468017319860216.

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Summary There is growing recognition of the importance in social research and social policy development of engaging with people with lived experience and using intervention approaches characterised by co-design and co-production. However, the inclusion of some minority groups such as those who are Deafblind has proven challenging. Working from the perspective of Appreciative Inquiry, a qualitative research methodology called The World Café was used to generate patterns of insight and collective discoveries from Deafblind participants. Data from The Deafblind World Café were analysed using inductive thematic analysis. Findings Four themes were produced that could inform the development of a good practice model for engaging with people who are Deafblind: Being Deafblind – it’s who we are, not what we are; we welcome co-production with outsiders who are prepared to make the effort to become insiders; being culturally inclusive is about both what you say and what you do; and listen to our story – don’t try to count it. Applications Group-based and interactive approaches, such as World Café, though challenging, can be successfully adapted for those who are Deafblind. How this might be up-scaled is yet to be explored.
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McDonnall, Michele C., and Jennifer L. Cmar. "Services for Consumers Who Are Deafblind: Vocational Rehabilitation Agency Service Models Utilized and Their Effectiveness." Journal of Visual Impairment & Blindness 113, no. 1 (January 2019): 19–31. http://dx.doi.org/10.1177/0145482x19828033.

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Introduction: Little is known about how state-federal vocational rehabilitation agencies provide services to consumers who are deafblind. The purpose of this study was to investigate these service models and their effectiveness. Methods: A mixed-methods approach was utilized with data from interviews with 51 vocational rehabilitation agency administrators and the Rehabilitation Services Administration Case Service Report. Information about how these agencies serve deafblind consumers was combined with data from 2,119 consumers served by those agencies to determine competitive employment rates based on service model type. Descriptive statistics, chi-square tests of independence, and logistic regression analysis were utilized. Results: Four vocational rehabilitation agency service models were identified: specialist, professional collaboration, specialist plus professional collaboration, and miscellaneous. Significant differences in competitive employment closure rates were found based on service model type, in both univariate and multivariate analyses. The specialist and professional collaboration models were superior to miscellaneous models. Discussion: This study is the first empirical evaluation of the effectiveness of vocational rehabilitation services for consumers who are deafblind. The results support two previous recommendations about providing services to consumers who are deafblind: establish a deafblind coordinator or specialist position and use a dual-case approach (collaboration between general-service agencies and those for people who are visually impaired). Implications for agencies: To improve competitive employment outcomes for individuals who are deafblind, vocational rehabilitation agency administrators should explore options for specialized deafblind positions and promote collaboration within and beyond their agency.
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Lieberman, Lauren J., T. Nicole Kirk, and Justin A. Haegele. "Physical Education and Transition Planning Experiences Relating to Recreation among Adults who are Deafblind: A Recall Analysis." Journal of Visual Impairment & Blindness 112, no. 1 (January 2018): 73–86. http://dx.doi.org/10.1177/0145482x1811200107.

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Introduction Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind were interviewed at the Seabeck Deafblind Retreat and at the International Deafblind Expo in Orlando, Florida. Data were analyzed by demographics, frequency counts, and qualitative responses to the open-ended questions. Results The study had three major findings: (1) Most participants were involved in their IEP meetings, yet the physical education teacher was not included in these meetings and the need for physical education and accommodations during physical education were not typically addressed. (2) Most participants attended their transition meetings, yet most never discussed recreation or physical activity—let alone how to overcome barriers to their preferred activities. (3) The majority of participants revealed that they are currently not involved in the recreation activities that they want to be. They expressed dissatisfaction with the support they received in the transition process that would have enhanced quality recreation in their lives. Discussion Based on the results presented here, participants were dissatisfied with the lack of physical education teacher involvement with IEP meetings and the limited discussion of recreation and physical activity during transition, which may have caused them to be less prepared for engagement in physical activity and recreation as adults than they might have been if more attention had been paid to these issues. Ensuring that professional preparation programs in both physical education and deafblind education emphasize the importance of modifications to the physical education curriculum as well as involvement of the whole multidisciplinary team in IEP meetings can set the student up for a successful adult life. Last, transition meetings should include the student's preferred recreation and physical activities as well as discuss the barriers to those activities. Including these topics in every transition meeting may help adolescents who are deafblind navigate their preferred recreation activities in their future. Implications for practitioners Training for current interveners and deafblind specialists should include ideas for modification to physical education. In addition, training for physical education teachers should include how to modify activities for children and youths who are deafblind. Transition training programs throughout the United States should include information about the children's recreation interests (inside and outside of the home) as well as how to overcome barriers they may face in accessing those choices.
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Hersh, M. A. "Improving Deafblind Travelers’ Experiences." Journal of Travel Research 55, no. 3 (September 7, 2014): 380–94. http://dx.doi.org/10.1177/0047287514546225.

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Willoughby, Louisa, Howard Manns, Shimako Iwasaki, and Meredith Bartlett. "Are you trying to be funny? Communicating humour in deafblind conversations." Discourse Studies 21, no. 5 (May 15, 2019): 584–602. http://dx.doi.org/10.1177/1461445619846704.

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Humour is a prevalent feature in any form of human interaction, regardless of language modality. This article explores in detail how humour is negotiated in conversations among deafblind Australians who are fluent users of tactile Australian Sign Language (Auslan). Without access to the visual or auditory cues that are normally associated with humour (e.g. smiles, laughter, eye crinkles and ‘smile voice’), there is a risk that deafblind interactants will misconstrue humorous utterances as serious, or be unsure whether their conversation partner has got the joke. In this article, we explore how humorous utterances unfold in tactile signed interactions. Drawing on Conversation Analytic principles, we outline the ad hoc and more conventionalised signals deafblind signers use to signal amusement. Looking at humour in these conversations contributes to a greater understanding of how humour is conveyed across language modalities and further support for humour’s centrality to interactional solidarity.
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Arnold, Paul, and Jane Leadley. "Tactile memory of deafblind participants." Deafness & Education International 1, no. 2 (June 1999): 108–13. http://dx.doi.org/10.1179/146431599790561415.

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NAKAMURA, Yasukazu, and Ryuichi KAWASUMI. "Leisure Activities of Deafblind Children and Youth Who Are Deafblind : A Questionnaire Survey of Parents." Japanese Journal of Special Education 44, no. 5 (2007): 301–13. http://dx.doi.org/10.6033/tokkyou.44.301.

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Hersh, M. "Deafblind People, Communication, Independence, and Isolation." Journal of Deaf Studies and Deaf Education 18, no. 4 (June 7, 2013): 446–63. http://dx.doi.org/10.1093/deafed/ent022.

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Spigel, Robert. "Reflections on my lovely deafblind daughter." British Journal of Visual Impairment 22, no. 1 (January 2004): 45–46. http://dx.doi.org/10.1177/026461960402200109.

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Soper, Janet. "Deafblind people's experiences of cochlear implantation." British Journal of Visual Impairment 24, no. 1 (January 2006): 19–29. http://dx.doi.org/10.1177/0264619606060032.

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Dissertations / Theses on the topic "Deafblind"

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Schneider, Julie. "Becoming deafblind: Negotiating a place in a hostile world." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/4011.

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This study addresses the situation of adults who become deafblind. To date, their everday lives have received little attention in the research literature. Of the few studies conducted many involve surveys, the findings of which present the characteristics of people who are deafblind such as their rates of employment, need for support, or use of equipment. There are also a small number of qualitative studies that have explored the effects of having dual sensory impairment, and particularly in relation to communication and psycho-social wellbeing. Important as these research efforts have been, there is little empirical information available about the everyday lives of people who become deafblind and their concerns, nor any systematic attempt to theorise their experiences. There are however many personal anecdotes typically presented at conferences or through community publications and newsletters. This project aimed to redress the gap in the literature by developing a theoretical framework to explain the everyday experiences of adult who become deafblind. In doing so, it built upon the research and anecdotal literature with an overall purpose of presenting, through rigorous research, the experiences of adults who become deafblind and to do so within the broader discourse on disability and disablism. The study was informed by the social relational understanding of disability developed within the Nordic countries. Grounded theory was the method of choice to examine the lives of adults who become deafblind from their own perspective.Participant observation was employed through direct engagement in shared experiences with adults who have become deafblind both at a social group and via an e-mail list group. Mulitple in-depth interviews were undertaken both face to face and by e-mail with a smaller group of eight participants.The core finding from this study is that people who become deafblind are rendered interactionally powerless in a society predicated on seeing and hearing. The powerlessness that they experience comes from having this dual impairment in a world in which being able to see and hear are expected both in the physical and social environment. The inability of people who become deafblind to 'know and be' in the world in the same way as others results in them feeling, and experienceing, interactional powerlessness. In response, people who become deafblind actively engage in trying to minimise or remove their powerlessness. They do so by working to negotiate a place in this hostile world. They adopt four interrelated strategies, namely, doing things differently, managing support relationships, survivings others' perceptions and presenting sides of self.This study, with its central tenet that interactional powerlessness drives ongoing attempts to negotiate a place makes a theoretical contribution to understanding the experience of becoming deafblind. The findings support the concept of disbaility as social relational. Disability is not the same as the sensory impairment, rather it is expressed in the organisation of personal relations in society which render some more powerful than others and in this case, some less powerful due to their inability to use the natural means of communication of hearing and sight. Moreover, the study findings propose that professionals working with people with this dual sensory impairment must endeavour to reduce their part in the hostile world by providing information about options and support available; recognising the complexity of these adults support requirements; and considering the link between psycho-emotional issues and disablism. Further research is needed to understand empirically and theoretically the relative contribution of personal relationships vis a vis organisational or structural relationships in disabling people who become deafblind.
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Schneider, Julie. "Becoming deafblind negotiating a place in a hostile world /." University of Sydney, 2006. http://hdl.handle.net/2123/4011.

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Doctor of Philosophy
This study addresses the situation of adults who become deafblind. To date, their everday lives have received little attention in the research literature. Of the few studies conducted many involve surveys, the findings of which present the characteristics of people who are deafblind such as their rates of employment, need for support, or use of equipment. There are also a small number of qualitative studies that have explored the effects of having dual sensory impairment, and particularly in relation to communication and psycho-social wellbeing. Important as these research efforts have been, there is little empirical information available about the everyday lives of people who become deafblind and their concerns, nor any systematic attempt to theorise their experiences. There are however many personal anecdotes typically presented at conferences or through community publications and newsletters. This project aimed to redress the gap in the literature by developing a theoretical framework to explain the everyday experiences of adult who become deafblind. In doing so, it built upon the research and anecdotal literature with an overall purpose of presenting, through rigorous research, the experiences of adults who become deafblind and to do so within the broader discourse on disability and disablism. The study was informed by the social relational understanding of disability developed within the Nordic countries. Grounded theory was the method of choice to examine the lives of adults who become deafblind from their own perspective.Participant observation was employed through direct engagement in shared experiences with adults who have become deafblind both at a social group and via an e-mail list group. Mulitple in-depth interviews were undertaken both face to face and by e-mail with a smaller group of eight participants.The core finding from this study is that people who become deafblind are rendered interactionally powerless in a society predicated on seeing and hearing. The powerlessness that they experience comes from having this dual impairment in a world in which being able to see and hear are expected both in the physical and social environment. The inability of people who become deafblind to 'know and be' in the world in the same way as others results in them feeling, and experienceing, interactional powerlessness. In response, people who become deafblind actively engage in trying to minimise or remove their powerlessness. They do so by working to negotiate a place in this hostile world. They adopt four interrelated strategies, namely, doing things differently, managing support relationships, survivings others' perceptions and presenting sides of self.This study, with its central tenet that interactional powerlessness drives ongoing attempts to negotiate a place makes a theoretical contribution to understanding the experience of becoming deafblind. The findings support the concept of disbaility as social relational. Disability is not the same as the sensory impairment, rather it is expressed in the organisation of personal relations in society which render some more powerful than others and in this case, some less powerful due to their inability to use the natural means of communication of hearing and sight. Moreover, the study findings propose that professionals working with people with this dual sensory impairment must endeavour to reduce their part in the hostile world by providing information about options and support available; recognising the complexity of these adults support requirements; and considering the link between psycho-emotional issues and disablism. Further research is needed to understand empirically and theoretically the relative contribution of personal relationships vis a vis organisational or structural relationships in disabling people who become deafblind.
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Edwards, Terra. "Language Emergence in the Seattle DeafBlind Community." Thesis, University of California, Berkeley, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686264.

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This dissertation examines the social and interactional foundations of a grammatical divergence between Tactile American Sign Language (TASL) and Visual American Sign Language (VASL) in the Seattle DeafBlind community. I argue that as a result of the pro-tactile movement, structures of interaction have been reconfigured and a new language has begun to emerge. Drawing on 18 months of ethnographic research, more than 190 hours of videorecordings of interaction and language use, 50 interviews with members of the community, and more than 14 years of involvement in a range of capacities, I analyze this social transformation and its effect on the semiotic organization of TASL.

I identify two processes as requisite for the emergence of TASL: deictic integration and embedding in the social field. Deictic integration involves the coordination of grammatical systems with modes of access and orientation that are reciprocal across a group of language-users. Embedding in the social field involves: (1) the legitimation of the language for taking up valued social roles, along with the embodied knowledge necessary for doing so, and (2) authorization of some language-users to evaluate linguistic forms and communicative practices as correct or not.

In this dissertation, I track these processes among DeafBlind people and I show how they are leading to new mechanisms for referring to the immediate environment and tracking referents across a stream of discourse (Chapter 7), new rules for the formation of lexical signs (Chapter 8), and a new system for generating semiotically complex signs, which incorporate both linguistic and non-linguistic elements (Chapter 9). In order to understand the social and interactional foundations of these emergent systems, I examine the history of two institutions around which the Seattle DeafBlind community was built (Chapter 3). In Chapter 4, I show how social roles, given by the history of those institutions, were reconfigured by DeafBlind leaders and how this led to changes in modes of access and orientation (Chapters 5 and 6). I argue that as relations between linguistic, deictic, and social phenomena grew tighter and more restricted, a new tactile language began to emerge. I therefore apprehend language emergence not as a process of liberation or abstraction from context, but as a process of contextual integration (Chapter 1).

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Hodges, Elizabeth Mira. "Learning styles in deafblind children : perspectives from practice." Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/12/.

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This thesis explores the concept of learning styles as they relate to the education of deafblind children. A literature review concludes that assessment of learning may be more effective than assessment of skills. The practice of assessment in the UK is researched through the use of a survey of teachers of deafblind learners. This survey indicates that teachers favour informal observational assessments, and that they do not currently assess learning style, and may not know what it is. A second literature review and other arguments show that the concept of learning style is relevant to deafblind learners. A series of case studies of deafblind children is then described. Methods for studying learning styles are developed through these case studies. These methods initially explore the concept of style through prompt modality preference, and then through wider aspects of style. The assessments demonstrate that each child has her own individual learning styles, notwithstanding the shared impairment of deafblindness. The application of learning style preferences to teaching shows some evidence of improved learning. In addition, the outcomes of the studies challenge some accepted pedagogical principles for the education of deafblind children, such as the priority of communication skills above self-help skills.
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Barnett, Susannah. "Being equal : a deaf-deafblind community of one." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701383.

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Hart, Paul. "Moving beyond the common touchpoint : discovering language with congenitally deafblind people." Thesis, University of Dundee, 2010. https://discovery.dundee.ac.uk/en/studentTheses/be986ecb-c19f-47ac-be63-9b4c31835c0e.

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This thesis is about partnerships involving congenitally deafblind people journeying towards language. The focus will be on the first steps of that journey: how partnerships make initial moves away from the here-and-now. In order to understand how this happens in the tactile medium, this thesis will draw on Reddy’s model (2003 and 2008) of the expanding awareness of the objects of the other’s attention to analyse how both partners are able to share attention to self, what self does, what self perceives and finally what self remembers. Demonstrating that both partners can operate at each of these four stages in the tactile medium then allows me to focus particularly on the final stage, what self remembers, and ask: what happens within partnerships if either partner brings movements, gestures or signs that refer to people, objects, places or events not present? Do both partners come to comprehend and produce such referential movements, gestures and signs in forms perceivable by both? Such questions will be considered against the backdrop of the dialogical framework, since in any exploration of human interaction it makes no sense simply to consider it from one perspective. At all times throughout this thesis, the focus will be on partnership. This thesis raises a number of practical recommendations about approaches and attitudes to be adopted by non-deafblind partners if language is going to be an outcome for their partnerships with congenitally deafblind people. But it will also conclude with a number of theoretical questions about how we define language in the first place.
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MacFarland, Stephanie Zora Catherine. "Teachers' understanding and implementation of Van Dijk's learning theory for students who are deaf-blind." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186572.

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This research study investigated the relationship between teachers' understanding of the theoretical principles underlying the Van Dijk Curriculum for students labelled deaf-blind and teachers' implementation of related instructional strategies. This study was conducted at the Rafael School located on the campus of the Instituut voor Doven, a school for deaf children, in The Netherlands. Six teachers who were specifically trained for at least three years in the Van Dijk Curriculum at the Rafael School were observed and interviewed during an academic school year. A comprehensive system was developed to examine the dynamic relationship between teachers' understanding and implementation. Using qualitative research methodology, teacher implementation was documented through observations and teacher understanding was documented through interviews. A systematic coding procedure was used to analyze the data. In general, the findings indicated that a relatively consistent relationship was found between teacher understanding and implementation for five of the six teachers. The one exception was a teacher who demonstrated that she understood the theory underlying the curriculum but was not a high implementor of the related instructional strategies. Possible explanations regarding this particular teacher's incongruent relationship of understanding and implementation are presented. This study demonstrates that a systematic procedure can be developed to investigate the relationship of a curricular theory applied to practice. Furthermore, this study provides insight into how teachers' understanding of theory translates into practice. The particular conditions and circumstances under which the relationship of teachers' understanding and implementation was investigated in this study suggest that a shared philosophy, a theory-based curricular model with integrated strategies, and ongoing staff collaboration and administrative support seem to impact this dynamic relationship.
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Arndt, Katrina Lauren. "'They should know they have Usher syndrome around here' college students who are deafblind /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Gibson, Joseph. "Climbing to communicate : an investigation into the experiences of congenitally deafblind adults who have participated in outdoor education." Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415306.

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Van, Genechten Désirée Martina. "A psychobiographical study of Helen Keller." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1101.

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This psychobiographical study of Helen Keller’s life is exploratory-descriptive in nature. The subject was chosen through purposive sampling. The choice was based on the researcher’s personal interest and the remarkable impact this profoundly handicapped woman had within her society. Helen Keller also meets the psychobiographical requirements. These include that she is historically well known, inspirational, and her life has been completed. The study uses a qualitative, single case, interpretive research design. The design is employed to study Helen Keller’s entire life span within a formal psychological theory. The theory used in this study is Daniel Levinson’s (1996) Life Structure theory of adult development. Data for this study were collected from a variety of primary and secondary sources which provided alternative perspectives on her life. In addition, the data have been corroborated by historical texts, and newspaper and journal articles. Levinson’s (1996) theory divides the lifespan into four developmental eras, each with its own biopsychosocial character. Each era in turn is divided into shorter periods of development, each with particular developmental tasks. Cross-era transitions separate the eras. By describing and exploring the data according to this theory, Helen Keller as a profoundly handicapped person is shown to display universal patterns of development as suggested by Levinson. At the same time, the Life Structure she developed, her life components, and Satisfactoriness illuminated her uniqueness. Through the application of the theory to Helen Keller’s life, this psychobiographical study facilitated an examination of the theory. This led to suggestions for potential development of the theory.
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Books on the topic "Deafblind"

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Great Britain. Parliament. House of Lords. Deafblind persons bill [H.L.]. London: Stationery Office, 2000.

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UK, Deafblind, ed. The deafblind helpbook: Practical advice & information for those who support deafblind people. Peterborough: Deafblind UK, 2001.

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Agbeke, Wilson Kofi. Teaching the deafblind child in Ghana. Birmingham: University of Birmingham, 1995.

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Lords, Great Britain Parliament House of. Deafblind persons [H.L.]: A bill to make provision for the welfare, care and assistance of deafblind persons. London: Stationery Office, 2000.

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Great Britain. Parliament. House of Lords. Deafblind persons [H.L.] bill[as amended in Committee]. London: Stationery Office, 2000.

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A, Aitken Stuart, ed. Teaching children who are deafblind: Contact, communication and learning. London: D. Fulton Publishers, 2000.

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Helen Keller: Leader without sight or sound. Birmingham, Ala: Seacoast Pub., 2012.

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Miles, Barbara. Talking the language of the hands to the hands. [Monmouth, OR]: National Information Clearinghouse on Children Who Are Deaf-Blind, 1997.

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Stoffel, S. M. Deaf-blind reality: Living the life. Washington, DC: Gallaudet University Press, 2012.

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Hersh, Marion A., and Michael A. Johnson, eds. Assistive Technology for the Hearing-impaired, Deaf and Deafblind. London: Springer-Verlag, 2003. http://dx.doi.org/10.1007/b97528.

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Book chapters on the topic "Deafblind"

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Vege, Gunnar, and Anne Nafstad. "Personal storytelling with deafblind individuals." In Storytelling, Special Needs and Disabilities, 168–75. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003159087-20.

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Duvernoy, Basil, Sven Topp, and Vincent Hayward. "“HaptiComm”, a Haptic Communicator Device for Deafblind Communication." In Lecture Notes in Electrical Engineering, 112–15. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3194-7_26.

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Villarreal, Lenin R., Bryan J. Castro, and Jefferson A. De la Cruz. "Wireless Haptic Glove for Interpretation and Communication of Deafblind People." In Communications in Computer and Information Science, 305–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66919-5_31.

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Ranasinghe, Nimesha, Pravar Jain, David Tolley, Barry Chew, Ankit Bansal, Shienny Karwita, Yen Ching-Chiuan, and Ellen Yi-Luen Do. "EnPower: Haptic Interfaces for Deafblind Individuals to Interact, Communicate, and Entertain." In Advances in Intelligent Systems and Computing, 740–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63089-8_49.

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Hersh, M. A. "Mobility Technologies for Blind, Partially Sighted and Deafblind People: Design Issues." In Mobility of Visually Impaired People, 377–409. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54446-5_13.

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Russo, Ludovico Orlando, Giuseppe Airò Farulla, and Carlo Geraci. "A Cloud Robotics Platform to Enable Remote Communication for Deafblind People." In Lecture Notes in Computer Science, 203–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94277-3_33.

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Willoughby, Louisa, Howard Manns, Shimako Iwasaki, and Meredith Bartlett. "From Seeing to Feeling: How Do Deafblind People Adapt Visual Sign Languages?" In Dynamics of Language Changes, 235–52. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6430-7_15.

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Lieberman, Lauren J., and Justin A. Haegele. "Teaching children who are deafblind in physical education, physical activity and recreation." In The Routledge Handbook of Visual Impairment, 175–88. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-12.

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Fisher, Wendy, and Helen Petrie. "User Requirements for Technologies for Personal Communication and Information Use for Deafblind People." In Lecture Notes in Computer Science, 583–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_111.

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McInnes, John M. "1. Deafblindness: A Unique Disability." In A Guide to Planning and Support for Individuals Who Are Deafblind, edited by John McInnes, 1–33. Toronto: University of Toronto Press, 1999. http://dx.doi.org/10.3138/9781442670341-003.

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Conference papers on the topic "Deafblind"

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Kutner, David C., and Suncica Hadzidedic. "Vibration-based communication for deafblind people." In 2022 IEEE Haptics Symposium (HAPTICS). IEEE, 2022. http://dx.doi.org/10.1109/haptics52432.2022.9765570.

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Paltov, A. E., M. N. Mikhailova, and S. Yu Mikhaylov. "Formation of the Russian Deafblind Education System." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.102.

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Omarova, Patimat O. "Socio-Psychological Characteristics And Behavior Of Deafblind Children." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.92.

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Hayati, Tati Nurul, Rahman Rahman, Juang Sunanto, and Lalan Erlani. "The Assessment of Communication Ability on Deafblind Students." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007053910841089.

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Caporusso, Nicholas. "A wearable Malossi alphabet interface for deafblind people." In the working conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1385569.1385655.

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Khambadkar, Vinitha, and Eelke Folmer. "A tactile-proprioceptive communication aid for users who are deafblind." In 2014 IEEE Haptics Symposium (HAPTICS). IEEE, 2014. http://dx.doi.org/10.1109/haptics.2014.6775461.

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Ozioko, Oliver, William T. Navaraj, Nivasan Yogeswaran, Marion Hersh, and Ravinder Dahiya. "Tactile Communication System for the Interaction between Deafblind and Robots." In 2018 27th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). IEEE, 2018. http://dx.doi.org/10.1109/roman.2018.8525725.

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Hossny, M., Saeid Nahavandi, M. Fielding, J. Mullins, S. Mohamed, Doug Creighton, J. McCormick, K. Vincs, J. Vincent, and S. Hutchison. "Haptically-Enabled Dance Visualisation Framework for Deafblind-Folded Audience and Artists." In 2015 IEEE International Conference on Systems, Man, and Cybernetics (SMC). IEEE, 2015. http://dx.doi.org/10.1109/smc.2015.89.

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Matsuda, Yasuhiro, Tsuneshi Isomura, Ichiro Sakuma, Etsuko Kobayashi, Yasuhiko Jimbo, and Tatsuhiko Arafune. "Finger Braille Teaching System for People who Communicate with Deafblind People." In 2007 International Conference on Mechatronics and Automation. IEEE, 2007. http://dx.doi.org/10.1109/icma.2007.4304074.

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Matsuda, Yasuhiro, Ichiro Sakuma, Yasuhiko Jimbo, Etsuko Kobayashi, Tatsuhiko Arafune, and Tsuneshi Isomura. "Finger Braille recognition system for people who communicate with deafblind people." In 2008 IEEE International Conference on Mechatronics and Automation (ICMA) (Formerly ICIMA). IEEE, 2008. http://dx.doi.org/10.1109/icma.2008.4798764.

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Reports on the topic "Deafblind"

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Ek, Filippa, and Rasmus Kløcker Larsen. "We’re an afterthought" - Experiences of the deaf, blind, and deafblind in sub-Saharan Africa during the COVID-19 pandemic. Stockholm Environment Institute, June 2021. http://dx.doi.org/10.51414/sei2021.017.

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Abstract:
This brief provides insights about the impacts of the COVID-19 pandemic on those who are deaf, blind, and deafblind living in four sub-Saharan African countries: Cameroon, Rwanda, South Africa, and Zimbabwe.
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