The Nature of the Social Experiences of Students with Deaf-Blindness who are Educated in Inclusive Settings

Correa-Torres, Silvia M.

doi:10.1177/0145482x0810200503

Cited by 16 publications

(12 citation statements)

References 6 publications

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“…The analysis of the social validity outcomes in this study revealed that caregivers of individuals with CDB consider the HQC intervention to be a relevant intervention. The data show that caregivers in this study were very positive about receiving a communication intervention, which is in line with studies that report a need for communication support among caregivers of individuals with deafblindness (Janssen et al, 2003;Janssen et al, 2004;Correa-Torres, 2008). All the participants in our study rated the use of communication support for caregivers of deafblindness and the use of a communication coach as very good ideas on the Social Validity Scale.…”

Section: Discussionsupporting

confidence: 89%

Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness

et al. 2021

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The parents, teachers, and professional caregivers of individuals with disabilities may benefit from interventions to enhance their educational skills. In previous studies, positive effects were observed of a video-feedback intervention for caregivers (i.e. parents, teachers, and professional caregivers) on their communication with an individual with congenital deafblindness. The intervention they received, was the High-Quality Communication (HQC) intervention. The aim of the current study was to gain insight into the perceived relevance, feasibility, and effectiveness (i.e., social validity) of the HQC-intervention according to these caregivers, and the correspondence between the social validity ratings and the observational effects of the HQC-intervention. Responses on the Social Validity Scale from 25 caregivers who participated in the High-Quality Communication (HQC) intervention revealed that they considered the HQC intervention to be a relevant, feasible, and effective intervention. Comparing the caregiver ratings with observational effects of the HQC intervention at the individual case level, we found no association between the observed effectiveness of this intervention and caregivers’ opinions about its relevance, feasibility and effectiveness. There was however, an association between the rated feasibility and effectiveness, which suggests that the perceived success of the intervention was influenced by caregivers’ experienced competency in supporting the communication of individuals with CDB. The combination of observational and social validity data enabled a critical analysis of the clinical value of the HQC intervention. We recommend that future studies use multiple data source for social validity assessment.

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Section: Discussionsupporting

confidence: 89%

Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness

et al. 2021

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“…Group 2: Studies reported that those with acquired deafblindness are more likely to experience constant social isolation in their lives due to the progressive impairments, ongoing loss of independence, and frequent worries (due to uncertainty about the process of the progressive loss and how to cope with it) [ 29 , 32 , 33 , 67 – 68 ].…”

Section: Resultsmentioning

confidence: 99%

Participation experiences of people with deafblindness or dual sensory loss: A scoping review of global deafblind literature

et al. 2018

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BackgroundDeafblindness, also known as dual sensory loss, is a varying combination of visual and hearing impairment in the same individual. Interest in this topic has increased recently due to evidence suggesting an increase in prevalence of this condition among older adults. Persons with deafblindness frequently experience participation barriers and social isolation. Developing an understanding of their experiences can inform the design of programs and policies to enhance participation of people with deafblindness in society.ObjectiveTo identify and summarize available research literature on participation experiences of people with deafblindness or dual sensory loss.MethodsA comprehensive literature search of eight databases (CINAHL/EBSCO, Embase, ERIC, Global Health, MEDLINE, ProQuest, PsycINFO, PubMed) was performed in accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) during January 2017 and last updated in June 2017. In addition, non-peer reviewed (grey) literature was also retrieved in the form of online published reports of research projects by 16 deafblind-specific organizations across the globe. To be included, sources had to be published after 1990, had persons with deafblindness as the focal population, and focused on their participation experiences.ResultsA total 1172 sources were identified of which 54 studies were included. The findings reveal that persons with deafblindness, regardless of origin of their impairment, experience difficulty in communication, mobility, daily living functioning, and social interactions. While these experiences may vary between individuals with congenital versus acquired conditions, they generally feel socially isolated, insecure and uncertain about their future.ConclusionParticipation experiences of persons with deafblindness are shaped by dynamic interactions between personal factors (such as onset and type of impairments) and environmental influences (such as attitude, technology, and supports). A better understanding of participation experiences may help professionals in placing emphasis on affected participation domains to design services to enhance participation of people with deafblindness.

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“…Clark (2005) advocates for combining these methods as appropriate into what she has termed the Mosaic approach. It is of note that many of these methods will not work with our youngest participants such as infants and toddlers, or children who are severally disabled (Correa-Torres, 2004). For example, 'the diary method may not be suitable for people [children] who can not write or have diffi culty articulating their feelings in writing' (Liamputtong, 2007: 154).…”

Section: Innovative Research Methodsmentioning

confidence: 99%

always Othered

Lahman

2008

Journal of Early Childhood Research

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The author takes the stance that children are always Othered or unfamiliar in research. The child as Other is intensified by adults' memories of their own childhoods. The author discusses what it means to be Othered, reviews images of children, and the roles early childhood research methodologists recommend a researcher should hold. Through narratives the author interrupts the text and reflects on her own childhood, research and teaching young children. Finally, methodological recommendations for utilizing or minimizing the researcher/child Othered relationship are set forth in the following areas: ethical consideration, reflexivity, intersubjectivity, innovative methods, children are experts, and being with children.

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The Nature of the Social Experiences of Students with Deaf-Blindness who are Educated in Inclusive Settings

Cited by 16 publications

References 6 publications

Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness

Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness

Participation experiences of people with deafblindness or dual sensory loss: A scoping review of global deafblind literature

always Othered

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