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    STUDIA PSYCHOLOGIA-PAEDAGOGIA - Issue no. 1 / 2008  

  Abstract:  The development of communication represents an aspect of great importance in the education and intervention at children with multi-sensory impairment, deafblindness included. Creating opportunities, developing sequential learning, implementing routines, increasing sensitivity, using natural contexts and creating an adequate learning environment are some of the aspects that the professionals must take into account when developing communication programmes. The strategies that are used for optimizing communication have to refer to the person as a whole, using this way the holistic approach of the person, and it must be individualized taking into consideration all the factors that can contribute to the functioning of the person. Promoting the interactions and creating an environment that encourages initiatives in communication are essential so that the child does not become isolated and he is getting information and knowledge about the world that he is experiencing. Service providers and parents must take into consideration that communication may progress from easy to complex, from few ways to many, with few people to many, from few reasons to many. It is the role of the care and education provider to enhance quality relationships with children and thus enabling him to become an active communication partner.  
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