Communication Challenges for Parents of Babies Born DeafBlind
A DeafBlind infant experiences the world as unpredictable, confusing and sometimes frightening. They rely on their parents to make sense of it.
As with raising any child, a DeafBlind child is deeply influenced by their parents and the trusting, caring bond formed in the early years.
All babies communicate. Through communication, relationships are formed and sustained. To build the foundation for development, parents must learn how to interpret and respond to their child’s communication.
Understanding a DeafBlind baby’s communication can be difficult due to dual sensory loss. This can leave parents unsure of how best to interact and support their child.
Communication Challenges Parents May Experience
- DeafBlind baby cannot look into their caregiver’s eyes or hear their soothing voice. They may struggle to understand a parent’s best attempts at communication and sometimes find well-intended interactions unpleasant.
- Parents may find it challenging to interpret what their baby is communicating, leading to frustration.
- The difficulty in understanding their baby may cause parents to feel disconnected, adding stress to communication efforts.
- Some babies may appear unresponsive to touch or react negatively, possibly due to past medical procedures. This can make it harder for parents to determine what their child enjoys.
- Unlike sighted and hearing children, DeafBlind babies do not learn incidentally from their surroundings. Parents must be intentional in providing sensory experiences.
- Parents may feel emotionally and physically drained due to the effort required to communicate with their child.
Practical Communication Tips
- Always greet your child with a specific tactile “hello” (e.g., a touch on their chest or shoulder).
- Identify yourself with a consistent sign, such as letting them feel your watch, ring, or beard.
- Use objects or touch cues to indicate activities (e.g., touching a diaper before changing them or introducing a favorite toy).
- Say “goodbye” before leaving by using a consistent farewell gesture (e.g., waving their hand).
Teaching Sequence and Developing Concepts
Children who are DeafBlind learn best through direct, hands-on participation rather than passive observation. Everyday tasks should be structured to involve them fully.
For example, during mealtime:
- Take the child to the kitchen.
- Let them feel the fridge or cupboard opening.
- Guide their hands to open a jar, take a spoon and place it in a bowl.
- Assist them in feeling the microwave before heating food.
- Before feeding, let them touch their bib while putting it on and again when removing it.
- Involve them in washing the dishes by guiding their hands to the sink and faucet.
This structured participation not only teaches routines but also introduces basic signs such as “hungry,” “eat,” “hot,” and “wash.”
People Who Become DeafBlind Later in Life
Individuals who acquire DeafBlindness may need rehabilitation to maintain independence. Their previous communication and life skills will determine what new adaptations are needed.
For Someone Who is Born Deaf or Hard of Hearing and Later Loses Vision
If they used sign language, they may transition to tactile signing.
If they relied on hearing aids or cochlear implants, they may need alternative methods as their hearing deteriorates.
People with Usher Syndrome (a genetic condition) may gradually lose vision, requiring adjustments over time.
For Someone Who is Born Blind or Vision Impaired and Later Loses Hearing
They may use listening skills to compensate (e.g., recognizing voices, using audio cues, or listening to books).
Assistive technology, such as speech-to-text software, can support communication.
Orientation and mobility skills, like using a cane or guide dog, may need to be adapted.
People who lose both vision and hearing later in life adjust in different ways depending on their prior skills. Speech may remain their primary mode of communication, but they might require additional strategies to compensate for their sensory loss.
Types of Communication Methods
Because DeafBlind individuals have diverse needs, a range of communication methods is used, including:
- Spoken languages (for those with residual hearing).
- Sign language (for those with prior sign language knowledge).
- Tactile sign language (tracking) – the DeafBlind person holds the
- signer’s wrist to feel movements.
- DeafBlind manual alphabet (one-hand alphabet).
- Tadoma method – the DeafBlind person places their hand on a
- speaker’s lips, chin, or throat to feel speech vibrations.
- Block alphabet (Spartan method) – the interpreter writes block letters on the DeafBlind person’s palm.
- Finger braille – a form of communication resembling braille typing on the listener’s fingers.
Basic Guidelines for Communicating with a DeafBlind Person
- Gently announce your presence by touching their arm before beginning a conversation.
- Introduce yourself and any others present.
- Observe their cues, allow time for responses and respect their pace of communication.
- If they lip-read, ensure your face is visible and well-lit.
- Encourage children to use all available sensory information.
What to Avoid When Communicating with a DeafBlind Person
- Do not surprise them—always announce your presence first.
- Do not move while speaking, as this can disrupt communication.