4368 research outputs found
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DEPRIVATION OF INFORMATION
No full textDescribes the causes of deprivation of information for deaf-blind people and provides suggestions for interpreters and communication partners. Causes include an inability to assimilate incidental information (information gained by looking around a room or by listening while uninvolved in a situation), censorship (e.g., when interpreters or family members consciously or subconsciously censor information due to lack of skills or because they think the information will be unpalatable or politically incorrect), inconsistency in the use of communication forms. All of these things may lead to relationship difficulties, learning stagnation, and withdrawal. Solutions include improved training for sign language interpreters, development of paraphrasing skills, more recognition of the separate and unique needs of deaf-blind people, and recognition of deaf-blind culture
MIND OVER MATTER: Coping with Disability
No full textRoberta Fanicelli interviews Winnie Tunnison about what it is like to be deaf adult who then loses her sight. Patricia Capone acts as interpreter for Winnie who signs her responses to Fanicelli\u27s questions. Winnie discusses her emotional and intellectual responses to the realization that she was indeed going blind, including her hospitalization and treatment for depression. Ilene Miner represents the Helen Keller National Center and talks about what the program offers adults who are deaf-blind and the emotional impact often felt by those adults who find they are losing both sight and hearing. Open captioned. HKNC, 111 Middle Neck Road, Sands Point, NY 11050-1299, (516) 944-8900
HELEN KELLER ARCHIVE
No full textThe Helen Keller Archive at the American Foundation for the Blind (AFB) is the world’s largest repository of materials about and by Helen Keller. Materials include correspondence, speeches, press clippings, scrapbooks, photographs, photograph albums, architectural drawings, audio recordings, audio-visual materials and artifacts
TACTILE SWEDISH SIGN LANGUAGE: Turn Taking in Signed Conversations of People Who Are Deaf and Blind
No full textThis chapter describes how deaf-blind people regulate turn-taking in conversations when using tactile sign language. Describes the two different conversation positions, monologue and dialogue, used by deaf-blind signers. Provides line drawings to illustrate how the different positions affect the conversation, and the manual sign structure. Describes turn zones, back channeling and support turns, all of which direct the flow of the conversation. From Bilingualism and Identity in Deaf Communities, Metzger, Melanie (Ed.)
COMMUNICATING WITH YOUR DEAFBLIND PATIENTS
No full textThis article describes who deafblind people are, how to tell if someone is deafblind, and how to communicate with someone who is deafblind. Describes various methods of communication including fingerspelling and using the phone. Provides information on how to assist someone who is deafblind to get around in the community and how to ensure they are safe and healthy. Publisher\u27s web site: http://www.sense.org.uk This document is available on the web at: http://www.sense.org.uk/pdfs/10point.pd
INTERPRETING STRATEGIES FOR DEAF-BLIND STUDENTS: An Interactive Training Tool for Educational Interpreters [DVD & Manual]
No full textThis curriculum is designed to train interpreters to work with students who are deaf-blind. It consists of a 60-minute DVD and a print manual. There are 8 modules covering legal issues related to interpreting and deaf-blind education, interpreting methods (sign language, voicing using an FM system, typing, Braille), environmental and sign language modifications, and strategies to help interpreters work effectively with teachers and students to make sure that deaf-blind students have access to educational content and the classroom environment. It describes how various types of visual impairments (low vision, blurred vision, central field loss, reduced peripheral vision, fluctuating vision) affect the interpreting process and describes sign language modifications such as tracking, tactile sign language (one-handed and two-handed), and print on palm. Each module is followed by a self-check quiz. The narrated DVD provides numerous examples of the content covered by the manual and additional opportunities for self-testing. There is no date listed on either the DVD or the manual, but the curriculum was released in 2005. Cost: $15.00. Copies may be ordered from the Ohio Center for Deafblind Education (OCDBE), 4795 Evanswood Drive, Suite 300, Columbus, OH 43229. Phone: 614-785-1163. E-mail: [email protected]
PARTNERS IN LANGUAGE
No full textThis 28-minute videotape demonstrates the teaching methods and strategies employed at the Helen Keller National Center to increase communication skills among adults with deaf-blindness and limited language skills. Using a case study approach, communication training is seen as it is provided during functional adult activities (i.e., work, meal preparation, leisure time). Interaction between staff and students are presented. Techniques to encourage non-symbolic and symbolic communications are demonstrated. Specific communication methods such as the use of tangible or object symbols are explained. Interactions between staff and students demonstrate the techniques used to introduce tactual sign language vocabulary. Emphasis is placed on the importance of the environment, turn-taking strategies and role models for language acquisition. A review of all methods and strategies demonstrated at the end of the tape. Available from HKNC, 111 Middleneck Road, Sands Point, NY, 11050, (516) 944-8900
TIPS FOR STUDENTS WITH USHER SYNDROME: Information Sheet
No full textLists accommodations and adaptations that can be made in a classroom for students with Usher Syndrome. Includes suggestions for lighting, seating, classroom environment, materials, sign language techniques, orientation and mobility, and self-advocacy