Communicating with deafblind students: reflections and pedagogical practices

Abstract

This article explores the challenges of communication and social interactions with deafblind children, underlining the complexity and delicacy of this process. Emphasis is placed on school inclusion as relational and meaningful peer interaction by highlighting the only challenges these children face in acquiring concepts and skills due to the combination of deafness and blindness. The wide range of communication systems used in deafblindness, in‐cluding linguistic and nonlinguistic ones, are examined, and the need for individualized educational approaches to meet specific individual needs is highlighted. The choice of a specific communication system varies according to each child's specific deafblindness condition, considering his or her sensory and cognitive potential. Conceptual development in deaf‐blind children requires a focused approach that integrates practical skills with the understanding of related concepts. It is important that teachers recognize their needs to provide meaningful experiences enabling children to develop a deep understanding of the world around them. Some alternative communication methodologies such as the object and pictographic communication, as well as alphabetic systems, are explored. A close observation of the deaf‐blind child is essential to understand his or her way of thinking and inter‐acting, as is the input of professionals who are specialized in the deaf‐blindness field to provide a targeted support to the teachers and to ensure an inclusive and stimulating educational environment for these children.