The STUDIA UNIVERSITATIS BABE┼×-BOLYAI issue article summary

The summary of the selected article appears at the bottom of the page. In order to get back to the contents of the issue this article belongs to you have to access the link from the title. In order to see all the articles of the archive which have as author/co-author one of the authors mentioned below, you have to access the link from the author's name.

    STUDIA PSYCHOLOGIA-PAEDAGOGIA - Issue no. 2 / 2006  

  Abstract:  Deafblind children can use a wide range of modes and systems of communication to express needs, feelings, interests, to initiate and maintain conversations and to relate with the environment. The deafblind child should be allowed to use the system of communication that is the most efficient to him, taking into consideration his functional hearing and vision, intellectual development, use of concepts, previous experiences. The most adequate approach is total communication. Communication skills, acquiring language are not results of a natural process, as there are for an able child. A deafblind child has to learn how to develop these abilities, because of the reduced possibility of imitation and perception of information from the environment. The School of Palo Alto affirms that communication is inevitable. This is why after identifying the mode and system of communication used by the deafblind child, and the level of development of communication that he has reached, one of the aims in intervention is to enlarge the environment that the deafblind children communicates with. He has to engage in meaningful conversations with members of the family, staff, people from shops, neighbourhood,etc. Efficient communication determins the increase of quality of life and assures social inclusion.  
      Back to previous page