Teaching Deaf-Blind People to Communicate and Interact with the Public: Critical Issues for Travelers who are Deaf-Blind

Sensing the rhythms of everyday life: Temporal integration and tactile translation in the Seattle Deaf-Blind community

“…The linguistic anthropological approach taken in this research diverges from approaches taken in prior work on communication practices among Deaf-Blind people. Apart from biographical accounts of the lives of Deaf-Blind individuals such as Helen Keller (Davidson 1969; Herrmann 1998) and Laura Bridgman (Freeburg 2001; Gitter 2001), the bulk of research about Deaf-Blind people comes out of the fields of education and vocational rehabilitation, primarily oriented toward teaching and counseling methods for individuals (Bruce 2002; Bourquin & Sauerburger 2005; Janssen, Riksen-Walraven, & van Dijk 2003 Nelson 2005; Arthur-Kelley, Foreman, Bennett, & Pascoe 2008; Correa-Torres 2008; Dammeyer 2009; Parker 2009) and practical instruction for signed language interpreters (Sauerburger 1993; Smith 1994; Frankel 2002; Metzger, Fleetwood, & Collins 2004; Nuccio & Smith 2010). This project builds, instead, on the few studies that have sought to describe language and interaction among Deaf-Blind people (Collins & Petronio 1998; Mesch 2001; Collins 2004; Petronio & Dively 2006).…”

“…Apart from biographical accounts of the lives of Deaf-Blind individuals such as Helen Keller (Davidson 1969;Herrmann 1998) and Laura Bridgman (Freeburg 2001;Gitter 2001), the bulk of research about Deaf-Blind people comes out of the fields of education and vocational rehabilitation, primarily oriented toward teaching and counseling methods for individuals (Bruce 2002;Bourquin & Sauerburger 2005;Janssen, Riksen-Walraven, & van Dijk 2003Nelson 2005Arthur-Kelley, Foreman, Bennett, & Pascoe 2008;Correa-Torres 2008;Dammeyer 2009;Parker 2009) and practical instruction for signed language interpreters (Sauerburger 1993;Smith 1994;Frankel 2002;Metzger, Fleetwood, & Collins 2004;Nuccio & Smith 2010). Apart from biographical accounts of the lives of Deaf-Blind individuals such as Helen Keller (Davidson 1969;Herrmann 1998) and Laura Bridgman (Freeburg 2001;Gitter 2001), the bulk of research about Deaf-Blind people comes out of the fields of education and vocational rehabilitation, primarily oriented toward teaching and counseling methods for individuals (Bruce 2002;Bourquin & Sauerburger 2005;Janssen, Riksen-Walraven, & van Dijk 2003Nelson 2005Arthur-Kelley, Foreman, Bennett, & Pascoe 2008;Correa-Torres 2008;Dammeyer 2009;Parker 2009) and practical instruction for signed language interpreters (Sauerburger 1993;Smith 1994;Frankel 2002;Metzger, Fleetwood, & Collins 2004;Nuccio & Smith 2010).…”

Concepção sobre Orientação e Mobilidade (O&M) de uma pessoa surdocega: Método de História de Vida

“…A O&M das pessoas com surdocegueira em espaços da casa, urbanos e do trabalho é necessária porque garante independência a eles (PETROFF, 2001). Nesse sentido, o conhecimento da população sobre as especificidades da surdocegueira e de técnicas de comunicação e interação colaboram para melhor qualidade de vida e eficácia na O&M (BOURQUIN;SAUERBURGER, 2005). Dessa forma, para detalhar os resultados, julgou-se necessário subdividi-lo em subcategorias para melhor descrição, a saber: B1) Transportes urbanos; B2) Locomoção em casa; B3) Espaços de lazer; B4) Locomoção em espaços urbanos; e B5) Espaços de trabalho e de serviços.…”

Improving Deafblind Travelers’ Experiences

“…Communication with members of the public to ask for information and assistance is an important component of successful travel by (deaf)blind people. They have several different communication strategies (Sauerburger 1993) and may require training in preparing aids (Cioffi 1996), a strategy to indicate nonresponse and a backup plan (Bourquin and Sauerburger 2006). Many people do not know how to communicate with deafblind people and may be incredulous that a deafblind person is traveling alone (Sauerburger 1993).…”