After the course participants should have a basic understanding of what characterises deafblindness. Further, they should have knowledge about the individual consequences of deafblindness and how to adapt the social and physical environment from an activity and participation perspective.
Description of the disability through:
The history of deafblindness
The Nordic Definition
The UN Convention on the Rights of Persons with Disabilities and relevant national laws regarding participation and accessibility
Identification of the group
The heterogeneity of people with deafblindness, the population, and their diversity
Causes of deafblindness
Differences between congenital and acquired deafblindness
Special aspects of dual sensory loss/deafblindness
A bodily-tactile modality is necessary to support any residual vision and/or hearing in the development of communication.
Sequential learning (difficulty grasping contexts, connections, and meaning—making takes more time).
Fatigue and energy loss.
Self-regulation.
The risk of social isolation and sensory deprivation.
A high risk that physical and psychological health, as well as social life, will be affected.
If not recognised as a communicating individual, the risk of not realising one’s potential increases.
Comorbidity.
Progression of sensory impairments and changes in modalities.
Special adaptations can include:
The importance of facilitating and organising the social, psychological, and physical environments.
Information, communication, and orientation.
Individual and situation-related adaptations.
Functional aids, Information and Communication Technology (ICT), and technical supports.