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Journal articles on the topic 'Deafblind'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Preisler, Gunilla. "Development of Communication in Deafblind Children." Scandinavian Journal of Disability Research 7, no. 1 (March 2005): 41–62. http://dx.doi.org/10.1080/15017410510032145.

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12

Rodríguez-Jiménez, María del Carmen, David Pérez-Jorge, Irene Puerta-Araña, and Eva Ariño-Mateo. "Quality of Life in Deafblind People and Its Effect on the Processes of Educational Adaptation and Social Inclusion in Canary Islands, Spain." Education Sciences 12, no. 7 (July 15, 2022): 490. http://dx.doi.org/10.3390/educsci12070490.

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Deafblindness is a unique and complex disability. Research on the needs and quality of life are scarce; as well as the lack of adequate knowledge, training and lack of qualified professionals to serve this group. All this justifies the sense and interest of this study. This study is derived from the project with reference 2020EDU04. Design: The study is descriptive, cross-sectional and quantitative-qualitative research design was conducted. Objectives: Know and analyze the needs of adult deafblind people in order to contribute to improving their quality of life. Method: Sample of 16 adults with double sensory loss (hearing and vision) residing in the Autonomous Community of the Canary Islands (Spain) was used. Instruments: The FUMAT Scale was used to measure personal development; self-determination; interpersonal relationships; social inclusion; rights of deafblind people; emotional well-being; physical well-being and material well-being. In addition, a semi-structured interview is conducted. Results by dimensions: Personal development: The professionals did not have specialized training to provide an educational response. Physical well-being: 68% of the sample had other health problems associated with deafblindness. Interpersonal relationships: 100% of the sample reported communication problems in the family environment. Social inclusion: They reported difficulties in accessing educational and leisure activities. Material well-being: In general, they stated that they have the material resources necessary for their daily lives. Self-determination: they consider that they have decision-making capacity in basic aspects of daily life. Rights: Deafblind people state that they have limitations in exercising their rights. Based on the interviews, it was observed that the people with the greatest difficulties in daily life are those who presented the greatest visual commitment. Conclusion: The etiology does not determine the quality of life of deafblind people, but communication conditions interpersonal relationships and personal development, and therefore their quality of life.

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13

SIMCOCK, PETER. "Ageing with a unique impairment: a systematically conducted review of older deafblind people's experiences." Ageing and Society 37, no. 8 (August 18, 2016): 1703–42. http://dx.doi.org/10.1017/s0144686x16000520.

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ABSTRACTLittle is known about the experiences of people ageing with impairments; social gerontology has largely focused on those ageing into disability rather than those ageing with disability. This paper synthesises existing knowledge to determine what is known about the experiences of those ageing with deafblindness. A comprehensive literature search was undertaken between April 2013 and May 2014. The review method was informed by systematic review principles. A total of 24 references were identified for inclusion. No studies examining deafblind people's experience of ageing and old age specifically were found, suggesting that those ageing with deafblindness are an under-studied sub-group within the deafblind population. However, deafblind people describe ageing experiences in studies exploring their lives generally, and in personal accounts of living with the impairment. Practitioner-authored material also explores the topic. Similarities in experience were identified between those ageing with deafblindness and those ageing with other impairments: ongoing change and consequent need for adaptation; a particular relationship between ageing and impairment; a sense that whilst one can learn adaptive strategies having lived with impairment for many years, it does not necessarily get easier; and a particular relationship with care and support services. These experiences illustrate the unique nature of ageing with impairment, and challenge gerontologists to engage in further research and theorising in the field of disability in later life.

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14

Edwards, Terra. "Sign-creation in the Seattle DeafBlind community." Gesture 16, no. 2 (December 31, 2017): 305–28. http://dx.doi.org/10.1075/gest.16.2.06edw.

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Abstract This article examines the social and interactional foundations of sign-creation among DeafBlind people in Seattle, Washington. Linguists studying signed languages have proposed models of sign-creation that involve the selection of an iconic gestural representation of the referent which is subjected to grammatical constraints and is thereby incorporated into the linguistic system. Drawing on 18 months of ethnographic fieldwork and more than 190 hours of video recordings of interaction and language use, I argue that a key interactional mechanism driving processes of sign-creation among DeafBlind people in Seattle is deictic integration. Deictic integration restricts the range of contextual values that the grammar can retrieve by coordinating systems of reference with patterns in activity. This process brings language into alignment with the world as it is perceived by the users of that language, making a range of potentially iconic relations available for selection in the creation of new signs.

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15

Fernández-Valderas, Carmen, Juana Macías-Seda, and Eugenia Gil-García. "Experiences of deafblind people about health care." Enfermería Clínica (English Edition) 27, no. 6 (November 2017): 375–78. http://dx.doi.org/10.1016/j.enfcle.2017.03.013.

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16

Southern, Nick, and Lucy Drescher. "Technology and the needs of deafblind people." International Congress Series 1282 (September 2005): 997–1001. http://dx.doi.org/10.1016/j.ics.2005.05.057.

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17

Murdoch, Heather. "Early intervention for children who are deafblind." Educational and Child Psychology 21, no. 2 (2004): 67–79. http://dx.doi.org/10.53841/bpsecp.2004.21.2.67.

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Deafblindness (multi-sensory impairment) is a very rare disability causing extreme developmental disadvantage. All areas of development are affected from birth, jeopardising children’s personal development and their early family relationships. Professionals with expert knowledge of deafblindness are scarce because of its low incidence. Other complex, low-incidence disabilities share the problems of global developmental impact and limited community knowledge of conditions.Limited research has been undertaken regarding the benefits of early intervention for children with deafblindness. Effective early intervention is needed for this group, especially as the national introduction of newborn hearing screening will lower the average age of diagnosis. The complexity of the disability means that many professionals are usually involved in delivering intervention, necessitating effective multidisciplinary coordination.In this paper, the effects of deafblindness on development are summarised and the literature on early intervention for children with deafblindness is reviewed, together with an overview of findings from work with children with single sensory impairments and anecdotal evidence from programmes in other countries with well-developed services for children with deafblindness. The review indicates that the provision of early intervention for children with deafblindness should be specialist, coordinated and family-focused. The requirements for children with other complex low-incidence disabilities are likely to be similar.

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18

Lamont, Becky. "Deafblind UK expands operations in Northern Ireland to further reduce isolation and enhance the lives of older deafblind people." Working with Older People 17, no. 4 (November 29, 2013): 164–69. http://dx.doi.org/10.1108/wwop-09-2013-0023.

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19

Accinno, Michael. "Extraordinary voices: Helen Keller, music and the limits of oralism." Journal of Interdisciplinary Voice Studies 4, no. 2 (October 1, 2019): 139–56. http://dx.doi.org/10.1386/jivs_00002_1.

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Abstract This article examines iconic American deafblind writer Helen Keller's entræ#169;e into musical culture, culminating in her studies with voice teacher Charles A. White. In 1909, Keller began weekly lessons with White, who deepened her understanding of breathing and vocal production. Keller routinely made the acquaintance of opera singers in the 1910s and the 1920s, including sopranos Georgette Leblanc and Minnie Saltzman-Stevens, and tenor Enrico Caruso. Guided by the cultural logic of oralism, Keller nurtured a lively interest in music throughout her life. Although a voice-centred world-view enhanced Keller's cultural standing among hearing Americans, it did little to promote the growth of a shared identity rooted in deaf or deafblind experience. The subsequent growth of Deaf culture challenges us to reconsider the limits of Keller's musical practices and to question anew her belief in the extraordinary power of the human voice.

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20

Hierholzer, Anne C., and Jacquelyn Bybee. "Working with Randolph-Sheppard Entrepreneurs who Are Deafblind: A Qualitative Analysis." Journal of Visual Impairment & Blindness 111, no. 1 (January 2017): 61–71. http://dx.doi.org/10.1177/0145482x1711100106.

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Introduction The purpose of the study was to explore challenges facing deafblind entrepreneurs and the staff who work with them through the Randolph-Sheppard Business Enterprise Program. Methods Interviews were conducted with 41 Randolph-Sheppard staff and deafblind entrepreneurs across the United States. Participants were selected using a snowball sampling procedure. Interviews were conducted by telephone or e-mail, and results were coded to identify overarching themes. Results The top challenge identified among all staff was helping deafblind entrepreneurs interact effectively with customers. Common communication challenges included reliance on third parties and communication that was characterized by repetition and slowness. Although challenges surrounding communication were commonly cited by staff, problems with technology were the most important concerns for the entrepreneurs themselves. Over one-third of respondents (36%) felt deafblindness did not create any unique communication challenges. Common suggestions for program improvement were expanding access to interpreters and training in sign language and tactile interpreting. Discussion Entrepreneurs and staff agreed that many challenges relating to deaf-blindness can be overcome with creativity and determination. One important approach for improving communication is proactively informing customers about the entrepreneur's deafblindness and describing communication strategies. Further research to determine the extent of hearing loss among entrepreneurs in the Randolph-Sheppard program would be beneficial. Implications for practitioners Individuals with deafblindness have demonstrated the ability to take part in the workplace, but challenges remain. Staff who work with these entrepreneurs need to help them address their unique communication needs in a proactive, positive manner.

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21

Basilova, T. A., and A. M. Paykova. "In Memory Jan Van Dijk Famous Netherland Psychologist (1937–2018)." Современная зарубежная психология 8, no. 2 (2019): 95–98. http://dx.doi.org/10.17759/jmfp.2019080209.

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The article is dedicated to the memory of the famous Netherland scientist in the field of special education, professor Johannes Van Dijk, who died at January 23, 2017 at 81 years old. Describes the main stages of his professional biography in field of Deafblind Education.

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22

Hayati, Tati Nurul, Rahman, Juang Sunanto, and Toni Yudha Pratama. "The Assessment of Communication Ability on Deafblind Students." Advanced Science Letters 25, no. 1 (January 1, 2019): 126–29. http://dx.doi.org/10.1166/asl.2019.13201.

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23

Lagati, S. "“Deaf-Blind” or “Deafblind”? International Perspectives on Terminology." Journal of Visual Impairment & Blindness 89, no. 3 (May 1995): 306. http://dx.doi.org/10.1177/0145482x9508900320.

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24

Klein, Robert H., and Roger Giblin. "A Pattern Decoding Glove for deafblind finger-spellers." British Journal of Visual Impairment 11, no. 3 (November 1993): 109–11. http://dx.doi.org/10.1177/026461969301100306.

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25

Scott, Jackie. "Communicating with a deafblind person in an emergency." Accident and Emergency Nursing 6, no. 3 (July 1998): 164–66. http://dx.doi.org/10.1016/s0965-2302(98)90033-9.

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26

Schatoff, Oleg. "Deafblind Olympics: A case for a Grand Challenge." Procedia Engineering 34 (2012): 319–24. http://dx.doi.org/10.1016/j.proeng.2012.04.055.

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27

Mihocek, Melani, and Ana Marija Hošnjak. "Quality Of Life of Persons with Sensory Impairments." Croatian nursing journal 6, no. 1 (July 22, 2022): 5–20. http://dx.doi.org/10.24141/2/6/1/1.

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Introduction. Quality of life is a multidimensional concept that includes social, affective, cognitive, and physical domains. people with disabilities include persons with sensory impairments, i.e., the visually impaired, the blind, the hard of hearing, the deaf, and the deafblind. Their diagnosis is a real challenge ineveryday life because it hinders them from gather- ing visual and auditory information from the environ- ment. This affects their abilities and interaction with others, which affects their quality of life.Aim. To examine how sensory impairment is related to the quality of life and activities of daily functioning.Methods. The research was conducted using a questionnaire completed by 57 respondents diagnosed with deafness, hearing impairment, low vision, blindness, and deafblindness. data were collected online, using the snowball method from members of the Association of the blind, Association of the deaf, and Association of the deafblind. The survey consisted of two parts: the first part consisted of general demographic questions, while the second part consisted of selected questions from the WHoQol-bref quality of life questionnaire where respondents marked their answers on a five-point likert scale.Results. by calculating the mean of all quality of life issues, the results showed that deaf people are the most satisfied with their quality of life, followed by the hard of hearing, visually impaired, and blind people. deafblind people are the most dissatisfied with the quality of life.Conclusion. There is a significant difference in the quality of life of people with sensory impairment depending on the category of impairment. The analysis of the results showed a difference in the quality of life concerning the diagnosis of sensory impairment and that people with deafblindness consider their quality of life the worst.

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Setiawan, Agung Wahyu, Abdullah Faqih A. Mubarok, and Akhmad Dyma H. Syababa. "Pengembangan Alat Bantu Komunikasi bagi Penyandang Disabilitas Buta-Tuli Menggunakan IMAP." Jurnal Teknologi Informasi dan Ilmu Komputer 6, no. 1 (January 16, 2019): 93. http://dx.doi.org/10.25126/jtiik.2019611263.

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<p class="Abstrak">Melalui UU Nomor 8 Tahun 2016, negara menjamin hak penyandang disabilitas, dimana salah satunya adalah hak berkomunikasi. Pada kasus disabilitas netra dan wicara, penyandang memiliki keterbatasan untuk berkomunikasi dengan normal. Salah satu arah penelitian yang sedang berkembang dalam bidang teknologi bantu adalah alat terhubung dengan internet. Oleh karena itu, pada penelitian ini dikembangkan sebuah alat bantu komunikasi dengan memanfaatkan simbol <em>Braille</em> yang terhubung internet menggunakan IMAP. Alat ini diharapkan dapat membantu komunikasi antara penyandang buta-tuli dengan kerabat/sahabat. Pada penelitian ini, dikembangkan sebuah <em>Braille keyboard</em>, berupa <em>push button</em> yang disusun sesuai dengan <em>Braille cell</em>. <em>Braille keyboard</em> ini digunakan sebagai devais masukan bagi penyandang buta-tuli. Di sisi kerabat/sahabat, digunakan QWERTY <em>keyboard</em> untuk mengetik kata atau kalimat yang ingin disampaikan ke penyandang buta-tuli. Kedua <em>keyboard</em> tersebut terhubung ke sebuah mikrokomputer, Raspberry Pi 3. Ini merupakan skema <em>offline</em>, dimana penyandang dan kerabat/sahabat berada dalam satu tempat. Skema yang kedua adalah <em>online</em>, pada skema ini penyandang buta-tuli dan kerabat/sahabat dapat saling mengirimkan informasi berupa teks melalui koneksi internet berbasis IMAP (<em>e-mail</em>). Pada penelitian ini juga dikembangkan sebuah <em>Braille display</em> yang terdiri dari enam buah motor vibrasi yang dipasang pada tubuh penyandang. Pola getaran motor dari <em>Braille display</em> ini sesuai dengan susunan <em>Braille cell</em>. Sedangkan untuk kerabat/sahabat, dapat melihat informasi/kata di sebuah LCD atau <em>e-mail</em>. Tahapan pengembangan selanjutnya adalah prototipe dibuat menjadi bentuk dan ukuran yang lebih ringkas, modul <em>Braille keyboard</em> disesuaikan dengan jarak standar dan dilengkapi dengan modul <em>text-to-speech</em>.</p><p class="Abstrak"><em><strong>Abstract</strong></em></p><p class="Abstrak"><em>Law Number 8, 2016 on Persons with Disabilities, The Government of Indonesia has guaranteed the rights of peoples with disablities to communicate. People with deaf-blindness has limitation to communicate normally. The trend in development of assistive technology device is to connect it to internet. Therefore, purpose of this research is to develop an assistive technology device which utilized Braille Alphabet and connected to the internet using IMAP. It is expected that the device could link the communication between people with deafblind and their relatives. In this research, a Braille keyboard is developed and used as input device for people with deafblind. For the relatives, they use a standard QWERTY keyboard to type the word(s) that will be conveyed to the people with deafblind. Those two keyboards are connected to a microcomputer, Raspberry Pi 3. This is the first communication scheme, the offline scheme, people with deafblind and relatives is in the same place. The second one is online scheme, people with deafblind and relatives could send text message through internet connection using IMAP. In this research, a Braille display is developed to convert the Latin alphabet to Braille alphabet through six vibration motors that are arranged according to Braille cell. For relatives, they could show the word(s) that is sent by the people with deafblind through LCD or their e-mail. Further development for the research is to develop more compact device and equipped with text-to-speech module. The last proposed development is to develop and implement the Braille keyboard that has standardized button.</em></p>

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Ozioko, Oliver, William Navaraj, Marion Hersh, and Ravinder Dahiya. "Tacsac: A Wearable Haptic Device with Capacitive Touch-Sensing Capability for Tactile Display." Sensors 20, no. 17 (August 24, 2020): 4780. http://dx.doi.org/10.3390/s20174780.

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This paper presents a dual-function wearable device (Tacsac) with capacitive tactile sensing and integrated tactile feedback capability to enable communication among deafblind people. Tacsac has a skin contactor which enhances localized vibrotactile stimulation of the skin as a means of feedback to the user. It comprises two main modules—the touch-sensing module and the vibrotactile module; both stacked and integrated as a single device. The vibrotactile module is an electromagnetic actuator that employs a flexible coil and a permanent magnet assembled in soft poly (dimethylsiloxane) (PDMS), while the touch-sensing module is a planar capacitive metal-insulator-metal (MIM) structure. The flexible coil was fabricated on a 50 µm polyimide (PI) sheet using Lithographie Galvanoformung Abformung (LIGA) micromoulding technique. The Tacsac device has been tested for independent sensing and actuation as well as dual sensing-actuation mode. The measured vibration profiles of the actuator showed a synchronous response to external stimulus for a wide range of frequencies (10 Hz to 200 Hz) within the perceivable tactile frequency thresholds of the human hand. The resonance vibration frequency of the actuator is in the range of 60–70 Hz with an observed maximum off-plane displacement of 0.377 mm at coil current of 180 mA. The capacitive touch-sensitive layer was able to respond to touch with minimal noise both when actuator vibration is ON and OFF. A mobile application was also developed to demonstrate the application of Tacsac for communication between deafblind person wearing the device and a mobile phone user who is not deafblind. This advances existing tactile displays by providing efficient two-way communication through the use of a single device for both localized haptic feedback and touch-sensing.

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Guthrie, Dawn M., Robyn Pitman, Paul Stolee, Graham Strong, Jeff Poss, Erin Y. Tjam, Lindsay Bowman, Melody Ashworth, and John P. Hirdes. "Reliability of standardized assessment for adults who are deafblind." Journal of Rehabilitation Research and Development 48, no. 5 (2011): 545. http://dx.doi.org/10.1682/jrrd.2010.09.0175.

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Nelson, Catherine, Robin G. Greenfield, Holly A. Hyte, and Jason P. Shaffer. "Stress, Behavior, and Children and Youth Who Are Deafblind." Research and Practice for Persons with Severe Disabilities 38, no. 3 (November 10, 2013): 139–56. http://dx.doi.org/10.2511/027494813809330243.

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32

Shinjo, Yukiko, and Kimitaka Kaga. "Vestibular functions and motor developments of congenitally deafblind children." Equilibrium Research 71, no. 4 (2012): 264–69. http://dx.doi.org/10.3757/jser.71.264.

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33

Edwards, Terra. "The difference intersubjective grammar makes in protactile DeafBlind communities." Lingua 273 (July 2022): 103303. http://dx.doi.org/10.1016/j.lingua.2022.103303.

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Raanes, Eli, and Sigrid Slettebakk Berge. "Intersubjective Understanding in Interpreted Table Conversations for Deafblind Persons." Scandinavian Journal of Disability Research 23, no. 1 (2021): 260–71. http://dx.doi.org/10.16993/sjdr.786.

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35

Dammeyer, Jesper. "Prevalence and aetiology of congenitally deafblind people in Denmark." International Journal of Audiology 49, no. 2 (January 2010): 76–82. http://dx.doi.org/10.3109/14992020903311388.

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Dammeyer, J. "Congenitally Deafblind Children and Cochlear Implants: Effects on Communication." Journal of Deaf Studies and Deaf Education 14, no. 2 (July 16, 2008): 278–88. http://dx.doi.org/10.1093/deafed/enn042.

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Vervloed, Mathijs P. J., Rick J. M. van Dijk, Harry Knoors, and Jan P. M. van Dijk. "Interaction Between the Teacher and the Congenitally Deafblind Child." American Annals of the Deaf 151, no. 3 (2006): 336–44. http://dx.doi.org/10.1353/aad.2006.0040.

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Nelson, Catherine, Robin G. Greenfield, Holly A. Hyte, and Jason P. Shaffer. "Stress, Behavior, and Children and Youth Who are Deafblind." Research and Practice for Persons with Severe Disabilities 38, no. 3 (September 2013): 139–56. http://dx.doi.org/10.1177/154079691303800302.

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Arndt, Katrina, and Amy Parker. "Perceptions of Social Networks by Adults Who Are Deafblind." American Annals of the Deaf 161, no. 3 (2016): 369–83. http://dx.doi.org/10.1353/aad.2016.0027.

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40

Lund, Rolf, Mette Holmen Kongsrud, and Line Gundersen. "db-rehab: Deafblind persons—rehabilitation and quality of life." International Congress Series 1282 (September 2005): 206–8. http://dx.doi.org/10.1016/j.ics.2005.05.139.

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Tkacheva, V. V., and M. Neklyukova. "Features of Psychological Choice in Volunteers Delivering Support to Children with Severe Developmental Disorders, Children with Cancer and Their Families." Клиническая и специальная психология 8, no. 3 (2019): 85–100. http://dx.doi.org/10.17759/cpse.2019080305.

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The article is devoted to studying of the psychological reasons for the choice of voluntary support to children with severe developmental disorders. Authors offer a diagnostic program for studying the features of the psychological choice of volunteers delivering support to children with severe developmental disorders. During an empirical study, the tasks were set to determine and differentiate the characteristics of motivational attitudes and personality characteristics of volunteers. Further, a comparative analysis of the data carried out between groups of respondents delivering support to children with disabilities of different medical conditions, including those with the severe developmental disorders. Results of the study of the features of the psychological choice of volunteers working in the projects of the Charity Foundation “Podari zhisn”, the Deafblind Support Foundation “Con-nection”, the Orthodox Service “Miloserdie.ru”, helping children with severe developmental disorders, deafblind and children with cancer. 28 volunteers participated in the research. The analysis of motivational attitudes shows that during volunteering activities young people can show not only their altruistic qualities, but also satisfy one of the most important needs of personal self-development, experiencing spiritual satisfaction from the results of real help and activity compassion for people with disabilities.

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Probst, Kristi M., and Sam Morgan. "The Online National Intervener Training Pilot Project." Journal of Visual Impairment & Blindness 116, no. 4 (July 2022): 567–73. http://dx.doi.org/10.1177/0145482x221121353.

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Introduction: Interveners are paraeducators who have been trained in deafblind strategies. This study evaluated the effectiveness of an online training project for intervener candidates. Methods: The training project utilized the Open Hands, Open Access (OHOA) Intervener Training Modules in conjunction with synchronous meetings and coaching. Results: Upon completion of the program, a survey was conducted to evaluate the participant's preparation to perform their job as an intervener, the most helpful parts of the program, suggestions for improvement, and overall satisfaction with the training. Additionally, participant attrition (17%) and pursual of intervener certification were examined. Discussion: The results of this study indicated that this type of program can successfully impart the knowledge and skills one needs to improve their skills as an intervener, reduce attrition of participants, and individuals can subsequently complete a rigorous certification process based on national standards. Implications for Practitioners: State deaf-blind projects as well as other entities engaged in professional development can use the materials from this project to train staff in deafblind strategies. The flexibility built into this training can be enticing for educators and paraeducators seeking professional development.

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Cattaneo, Zaira, Luca Rinaldi, Carlo Geraci, Carlo Cecchetto, and Costanza Papagno. "Spatial biases in deaf, blind, and deafblind individuals as revealed by a haptic line bisection task." Quarterly Journal of Experimental Psychology 71, no. 11 (January 1, 2018): 2325–33. http://dx.doi.org/10.1177/1747021817741288.

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In this study, we investigated whether auditory deprivation leads to a more balanced bilateral control of spatial attention in the haptic space. We tested four groups of participants: early deaf, early blind, deafblind, and control (normally hearing and sighted) participants. Using a haptic line bisection task, we found that while normally hearing individuals (even when blind) showed a significant tendency to bisect to the left of the veridical midpoint (i.e., pseudoneglect), deaf individuals did not show any significant directional bias. This was the case of both deaf signers and non-signers, in line with prior findings obtained using a visual line bisection task. Interestingly, deafblind individuals also erred significantly to the left, resembling the pattern of early blind and control participants. Overall, these data critically suggest that deafness induces changes in the hemispheric asymmetry subtending the orientation of spatial attention also in the haptic modality. Moreover, our findings indicate that what counterbalances the right-hemisphere dominance in the control of spatial attention is not the lack of auditory input per se, nor sign language use, but rather the heavier reliance on visual experience induced by early auditory deprivation.

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Buică, Cristian B. "Sense International Romania: 15 Years Working on Behalf of Children With Deafblindness." Communication Disorders Quarterly 39, no. 2 (May 10, 2017): 381–84. http://dx.doi.org/10.1177/1525740117695778.

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Sense International Romania (SIR) was established in 2001 as a local branch of Sense International UK. Until 1999, little has been done for children with dual sensory loss or multiple sensory impairments. Ms. Cristiana Salomie, the director of SIR, and Dr. Cristian B. Buică describe how things have been changing since then, highlighting SIR’s present and future projects for the deafblind community in Romania.

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Caridade, Nelcicleide Viana Dias. "Inclusion of a deafblind student in a public school in Macapá, Amapá State." Research, Society and Development 9, no. 6 (April 20, 2020): e116962724. http://dx.doi.org/10.33448/rsd-v9i6.2724.

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The aim of this paper is to socialize the schooling of a deafblind student in a school in Macapá, Amapá. We will present aspects of the teaching learning process, didactic resources, methodology, advances and difficulties. The student is a 10 years-old female, reported with deep deafness and blindness. She is studying at the 3rd year of Elementary I for the second time. The regular classroom teacher has a higher education level and has already been mentored by the Multifunctional Resource Room (MRR) teacher. However, this teacher says she has no other professionals to accompany students with difficulties, so the student does not attended classes. At MRR, the student was assiduous and communicated with the teacher through reference objects and tactile pounds. She played games and activities using tact and overlapping hands, and recognized the surroundings when conducted freely by the teacher. This teacher has college and postgraduate degrees and is pursuing a master's degree. We emphasize the importance of trained professionals to the deafblind person from an early age to higher education, because it is necessary to meet their needs, respecting and valuing their time and knowledge. However, there are still noticeable gaps in school to become inclusive, regarding the ability of providing access, permanence and completion of studies.

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KITANO, Mikio, and Kei ADACHI. "CIRCUMSTANCES AND PROBLEMS OF INDIVIDUALS^|^rsquo; OUTDOORWALK FOR THE DEAFBLIND." AIJ Journal of Technology and Design 19, no. 41 (2013): 321–24. http://dx.doi.org/10.3130/aijt.19.321.

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Okouchi, Naoyuki, and Tadahiro Sakai. "2. Tactile Interface Technology for the Blind and Deafblind Persons." Journal of The Institute of Image Information and Television Engineers 65, no. 12 (2011): 1690–95. http://dx.doi.org/10.3169/itej.65.1690.

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Armstrong, Favre, and Vera Heidingsfeld. "Aromatherapy for deaf and deafblind people living in residential accommodation." Complementary Therapies in Nursing and Midwifery 6, no. 4 (November 2000): 180–88. http://dx.doi.org/10.1054/ctnm.2000.0488.

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McKenna, Billy. "The Pattern Decoding Glove for Deafblind Finger-Spellers Dear Editors." British Journal of Visual Impairment 12, no. 1 (March 1994): 25–26. http://dx.doi.org/10.1177/026461969401200111.

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Armstrong, F. "Aromatherapy for deaf and deafblind people living in residential accomodation." International Journal of Aromatherapy 11, no. 1 (2001): 26–34. http://dx.doi.org/10.1016/s0962-4562(01)80066-7.

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