Deafblindness: A review of the literature

Dammeyer, Jesper

doi:10.1177/1403494814544399

Cited by 112 publications

(114 citation statements)

References 90 publications

(132 reference statements)

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“…In children with multiple handicaps, HI is often overlooked,16 yet permanent HIs in children especially of the moderate, severe or profound type has a detrimental effect on language development 19. The combination of hearing and vision impairment is more disabling than the sum of the impairments, often referred to as 1+1=3 1. This has far-reaching consequences for the social, educational and emotional development of the child.…”

Section: Discussionmentioning

confidence: 99%

“…The majority of the developed countries have special needs and educational services for people with deafblindness 1. In LMICs, educational and social services for childhood disability are undeveloped and tend to alienate rather than integrate disabled children into the wider society 31.…”

Section: Discussionmentioning

confidence: 99%

“…Dual sensory impairment (DSI) is the condition of being affected by a combination of varying degrees of visual and hearing loss. It has also been called deafblindness 1 2. Its prevalence ranges from 0.01% to 1.3% in the general population but there is a paucity of data on the prevalence of DSI in children 3.…”

Section: Introductionmentioning

confidence: 99%

“…Deafness is the ‘hidden disability’ or ‘unseen deformity’ frequently unnoticed by the general public and health workers . 14 DSI affects social, cognitive and language development especially if hearing or visual loss is undetected in the critical early years of life 1 12. The aim of this study is to determine the magnitude and causes of DSI in special schools in South-East Nigeria.…”

Section: Introductionmentioning

confidence: 99%

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Dual sensory impairment in special schools in South-Eastern Nigeria

et al. 2017

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In a cross-sectional study to determine the magnitude of dual sensory impairment (DSI-combined hearing and vision loss) in children in single-disability special education schools, children in schools for the blind and schools for the deaf in four states in South-East Nigeria were examined by an ophthalmologist and otorhinolaryngologist to determine the level of their disability and to identify other disabilities if any. Participants were all students with childhood blindness or childhood deafness. The magnitude and causes of DSI and the burden of undetected DSI were the main outcome measures. A total of 273 students were examined. About 7% of these students had DSI out of which over 60% (12/19) was previously undetected. There was more DSI in the blind schools than in the deaf schools (p=0.003). There is a large burden of undetected DSI in children in special schools in Nigeria. There is a need to create awareness of this problem and advocate appropriate screening, rehabilitative and educational strategies for children who have it.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dual sensory impairment in special schools in South-Eastern Nigeria

et al. 2017

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“…It may for instance be by responding to the child's attention cues such as head turning (Bruce 2005) or pauses in movements. The focus on supporting early social interaction by using the tactile modality as a mean, being the foundation for later language, cognitive and social development among children with deafblindness, has been documented in research (Dammeyer 2014b) and has become the dominating rehabilitation approach in many countries.…”

Section: Children With Congenital Deafblindness -Double Incongruencementioning

confidence: 99%

Development and Learning of Young Children with Disabilities

Boettcher¹,

Dammeyer²

2016

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Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is, essentially a Western view of childhood, preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will:• Examine how learning is organized across a range of cultures, particularly indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries • Critique how particular forms of knowledge are constructed in curriculum within and across countries • Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries • Examine how early childhood education is researched locally and globally • Examine the theoretical informants driving pedagogy and practice, and seek to fi nd alternative perspectives from those that dominate many Western heritage countries • Critique assessment practices and consider a broader set of ways of measuring children's learning • Examine concept formation from within the context of country-specifi c pedagogy and learning outcomesThe series covers theoretical works, evidence-based pedagogical research, and international research studies. The series also covers a broad range of countries, including majority poor countries. Classical areas of interest, such as play, the images of childhood, and family studies, will also be examined. However, the focus is critical and international (not Western-centric).More information about this series at

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