Analysis of Interaction and Attention Processes in a Child with Congenital Deafblindness

Autor/inn/en	Villas Boas, Denise Cintra; Ferreira, Léslie Piccolotto; de Moura, Maria Cecília; Maia, Shirley Rodrigues; Amaral, Isabel
Titel	Analysis of Interaction and Attention Processes in a Child with Congenital Deafblindness
Quelle	In: American Annals of the Deaf, 161 (2016) 3, S.327-341 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Interpersonal Relationship; Interaction; Children; Deaf Blind; Congenital Impairments; Attention; Interpersonal Communication; Special Education; Special Education Teachers; Participant Observation; Audiovisual Aids; Teacher Student Relationship; Music; Nonverbal Communication; Oral Language; Oral Communication Method; Sign Language; Foreign Countries; Phonetic Transcription; Outcomes of Education; Brazil + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Child; Kind; Kinder; Mehrfach Behinderter; Aufmerksamkeit; Interpersonale Kommunikation; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teilnehmende Beobachtung; Audiovisuelles Medium; Teacher student relationships; Lehrer-Schüler-Beziehung; Musik; Non-verbal communication; Nonverbale Kommunikation; Oral interpretation; Mündlicher Sprachgebrauch; Oral communication; Mündliche Kommunikation; Gebärdensprache; Ausland; Lautschrift; Lernleistung; Schulerfolg; Brasilien
Abstract	Children with deafblindness need support to be able to understand the world and to have access to information. The authors analyzed a dyad consisting of a child with congenital deafblindness and a specialized teacher. The study included participant observations and audiovisual recordings. It was found that the child showed attention to the teacher in activities involving music and rhythm. As potential forms of nonverbal communication, the child presented vocalization, touch, body contact, body movements, facial expressions, and tears. The teacher's forms of communication were verbal, touch, visual, rhythm, and sign language. It was concluded that a significant communication partner is essential to identify, interpret, and respond to attention and communicative behaviors. Use of other forms of communication must comply with individual characteristics so that the child with deafblindness can receive information from the environment through these senses and thus be guaranteed access to the world. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01