Materiały źródłowe

• #1 Deaf Blindness – Understanding and Supporting Learners with Disabilities

  https://dev.pressbooks.usnh.edu/understandingandsupportinglearnerswithdisabilities/chapter/deaf-blindness/

  The medical condition of deafblindness occurs in different forms. For some, this condition might happen congenitally from birth as a result of genetic defect, for others it happens suddenly due to a form of illness or accident that results in a modality deprivation of either vision or hearing, or both. A person might be born deaf and become blind at a later stage in life, or vice versa. In any given case of deafblindness, many possible onsets and causes of this condition exist; some happen gradually, others happen unexpectedly and suddenly. The diagnosis of deafblindness could be medically classified into specific types based on ones symptoms and causes. […] The two overarching types of deafblindness are congenital and acquired. […] Vision and hearing, which are important senses for learning, reinforce each other. Thus, one cannot understand the impact of deafblindness by adding up the effects of the vision loss and the effects of the hearing loss. The effect of deafblindness is multiplicative, not additive.

• #2 Preventive audiology in the context of deafblindness – Preventive Audiology – NCBI Bookshelf

  https://www.ncbi.nlm.nih.gov/books/NBK601308/

  Deafblindness is a distinctive multisensory disability characterised by varying degrees of hearing and visual impairment. […] Deafblindness is a lifelong and progressive condition (Dammeyer 2014) that can be congenital or acquired in nature, has multiple causes and can be categorised into four distinct categories (Moroe 2021): […] The contribution of deafblindness on the developing child is multiplicative in that it is a combination of two vital senses vision and hearing which are foundations for communication, socialisation, orientation and mobility, access to information and daily living (Jaiswal et al. 2018). […] Therefore, if the contribution of deafblindness in developing children is not mitigated, their well-being and QoL may be affected, ultimately hindering the achievement of the SDGs.

• #3 About Deafblindness | Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/

  Deafblindness is a unique and isolating sensory disability resulting from the combination of both hearing and vision loss or impairment. This has a significant effect on communication, socialisation, mobility and daily living. […] Congenital deafblindness can occur for a number of reasons: because of hereditary genetic conditions, infection contracted by the mother during her pregnancy, or disease, infection or injury that affects a child early in their development. […] Usher Syndrome for example, causes deafness or hearing impairment at birth and vision impairment later in life. […] For significant numbers of people the ageing process is a cause of dual sensory loss or deafblindness.

• #4 Unit 5: Deaf-blindness

  https://specialeducationnotes.co.in/B7unit5.htm

  Deafblindness is the combination of significant auditory and visual impairments in a person. […] These dual sensory losses vary in severity from person to person and do not necessarily lead to total deafness and/or total blindness. […] However, in combination, these impairments of the distant senses causes serious developmental delays in the child, affecting cognitive development, social development, acquisition of communication and language skills, orientation and mobility. […] Deafblindness is a unique disability; it has its own concepts and terminology, its own methods of assessment and means of education, and its own modes of communication, which distinguishes deafblindness from deafness and blindness. […] Because 95 percent of what we learn comes through our eyes and ears, deafblindness leads to difficulties in communication, mobility, and in accessing information.

• #5 Deafblindness – Wikipedia

  https://en.wikipedia.org/wiki/Deafblindness

  Deafblindness is the condition of little or no useful hearing and little or no useful sight. Different degrees of vision loss and auditory loss occur within each individual. […] The medical condition of deafblindness occurs in different forms. For some, this condition might happen congenitally from birth as a result of genetic defect, for others it happens suddenly due to a form of illness or accident that results in a modality deprivation of either vision or hearing, or both. A person might be born deaf and become blind at a later stage in life, or vice versa. In any given case of deafblindness, many possible onsets and causes of this condition exist; some happen gradually, others happen unexpectedly and suddenly. The diagnosis of deafblindness could be medically classified into specific types based on one’s symptoms and causes. […] The two overarching types of deafblindness are congenital and acquired. […] Congenital deafblindness: the condition of deafblindness from birth. […] Acquired deafblindness: condition of deafblindness developed later in life.

• #6 Deafblindness | Deafblind Scotland

  https://www.dbscotland.org.uk/deafblindness

  The condition of deafblindness can be considered as a spectrum in which many factors such as the severity of the condition, the age of onset and other comorbidities will influence how an individual communicates, gathers information and orientates within the world. […] Congenital deafblindness, or early-onset deafblindness, refers to infants who are born deafblind or develop the condition before language is acquired at around the age of two. […] Acquired deafblindness refers to people who have become deafblind after language has been developed and will require skilled support to adapt to tactile communication systems, maintain language, gather information and navigate around the world. […] Genetic Disorder CHARGE Syndrome: A complex genetic condition that can lead to various abnormalities, including deafblindness.

• #7 Syndromes and Causes of Deafblindness – The Ohio Center for Deafblind Education

  https://www.ohiodeafblind.com/what-is-deafblindness/syndromes-and-causes-of-deafblindness/

  Causes of deafblindness may be the result of hereditary or chromosomal syndromes disorders, pre-natal/congenital complications, post-natal/non-congenital complications or complications of prematurity. (National Center on Deaf-Blindness) […] For some children, deafblindness is present at birth; for others, vision or hearing loss occurs over time.

• #8 Deafblindness – Wikipedia

  https://en.wikipedia.org/wiki/Deafblindness

  Deafblindness is the condition of little or no useful hearing and little or no useful sight. Different degrees of vision loss and auditory loss occur within each individual. […] The medical condition of deafblindness occurs in different forms. For some, this condition might happen congenitally from birth as a result of genetic defect, for others it happens suddenly due to a form of illness or accident that results in a modality deprivation of either vision or hearing, or both. A person might be born deaf and become blind at a later stage in life, or vice versa. In any given case of deafblindness, many possible onsets and causes of this condition exist; some happen gradually, others happen unexpectedly and suddenly. The diagnosis of deafblindness could be medically classified into specific types based on one’s symptoms and causes. […] The two overarching types of deafblindness are congenital and acquired. […] Congenital deafblindness: the condition of deafblindness from birth. […] Acquired deafblindness: condition of deafblindness developed later in life.

• #9 Deafblindness | Deafblind Scotland

  https://www.dbscotland.org.uk/deafblindness

  The condition of deafblindness can be considered as a spectrum in which many factors such as the severity of the condition, the age of onset and other comorbidities will influence how an individual communicates, gathers information and orientates within the world. […] Congenital deafblindness, or early-onset deafblindness, refers to infants who are born deafblind or develop the condition before language is acquired at around the age of two. […] Acquired deafblindness refers to people who have become deafblind after language has been developed and will require skilled support to adapt to tactile communication systems, maintain language, gather information and navigate around the world. […] Genetic Disorder CHARGE Syndrome: A complex genetic condition that can lead to various abnormalities, including deafblindness.

• #10 Clinical genetics, practice, and research of deafblindness: From uncollected experiences to the national registry in Japan – PubMed

  https://pubmed.ncbi.nlm.nih.gov/32859446/

  Deafblindness is a condition of combined vision and hearing loss that is extremely rare in children and young adults, as well as being a highly heterogeneous condition, with over 70 specific etiologies. […] Genetics plays a major role in the pathogenesis of deafblindness in children and young adults, with more than 50 hereditary syndromes and disorders associated with the condition, including CHARGE, Usher, Down, Stickler, and Dandy-Walker syndromes, which are the most common. […] No curative therapy is currently available for the majority of patients with hereditary deafblindness; however, experimental studies using animal models have shown promising results by targeting specific genes that cause vision or hearing loss.

• #11

  https://my.vanderbilt.edu/speds2430/2020-topics/deaf-blindness/

  Deaf-blindness refers to instances in which an individual has concomitant hearing and visual impairments. Roughly 45,000 50,000 American individuals are said to experience the effects of deaf-blindness today. […] As of 2020, there are approximately more than 70 different known causes of deaf-blindness. The most prevalent of those causes include but are not limited to the following: premature birth, CHARGE syndrome, Usher syndrome, Down syndrome. Of all of the known causes of deaf-blindness, roughly 45% of cases appear to be attributed to hereditary disorders and syndromes, 19% continue to have an unknown etiology, and 36% are linked to prenatal congenital, postnatal, and prematurity complications. […] Since the early years of life constitute a critical period for neurological development, early identification of deaf-blindness is vital in ensuring that these individuals attain access to the necessary interventions that will give them a better chance at developing communication skills during this time frame. Without the opportunity to receive these interventions early on, children with deaf-blindness will likely fall behind in their development of language.

• #12

  https://my.vanderbilt.edu/speds2430/2020-topics/deaf-blindness/

  Deaf-blindness refers to instances in which an individual has concomitant hearing and visual impairments. Roughly 45,000 50,000 American individuals are said to experience the effects of deaf-blindness today. […] As of 2020, there are approximately more than 70 different known causes of deaf-blindness. The most prevalent of those causes include but are not limited to the following: premature birth, CHARGE syndrome, Usher syndrome, Down syndrome. Of all of the known causes of deaf-blindness, roughly 45% of cases appear to be attributed to hereditary disorders and syndromes, 19% continue to have an unknown etiology, and 36% are linked to prenatal congenital, postnatal, and prematurity complications. […] Since the early years of life constitute a critical period for neurological development, early identification of deaf-blindness is vital in ensuring that these individuals attain access to the necessary interventions that will give them a better chance at developing communication skills during this time frame. Without the opportunity to receive these interventions early on, children with deaf-blindness will likely fall behind in their development of language.

• #13 Causes – Canadian Deafblind Association British Columbia Chapter

  http://www.cdbabc.ca/deafblindness/causes/

  Usher syndrome is the most common cause for acquired deafblindness. […] Usher syndrome accounts for approximately three percent of individuals who are congenitally deaf (born deaf) and over 50 percent of the deafblind community. […] Usher syndrome is inherited or passed from parents to their children genetically. […] The three types of Usher syndrome are Usher syndrome type 1 (USH1), Usher syndrome type 2 (USH2), and Usher syndrome type 3 (USH3). […] Researchers believe these symptoms are caused by a malfunctioning of the nerve cells in the cochlea in the inner ear. […] Hearing loss and retinitis pigmentosa are rarely found in combination. Therefore, most people who have retinitis pigmentosa and hearing loss probably have Usher syndrome. […] Presently, there is no cure for Usher syndrome.

• #14 Causes – Canadian Deafblind Association British Columbia Chapter

  http://www.cdbabc.ca/deafblindness/causes/

  Usher syndrome is the most common cause for acquired deafblindness. […] Usher syndrome accounts for approximately three percent of individuals who are congenitally deaf (born deaf) and over 50 percent of the deafblind community. […] Usher syndrome is inherited or passed from parents to their children genetically. […] The three types of Usher syndrome are Usher syndrome type 1 (USH1), Usher syndrome type 2 (USH2), and Usher syndrome type 3 (USH3). […] Researchers believe these symptoms are caused by a malfunctioning of the nerve cells in the cochlea in the inner ear. […] Hearing loss and retinitis pigmentosa are rarely found in combination. Therefore, most people who have retinitis pigmentosa and hearing loss probably have Usher syndrome. […] Presently, there is no cure for Usher syndrome.

• #15 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  More than 70 causes (also known as etiologies) of deafblindness are identified in National Deaf-Blind Child Count. The most common are complications of prematurity and CHARGE syndrome, with each causing approximately 10% of cases. […] Usher syndrome is a condition characterized by partial or total hearing loss and vision loss that worsens over time. The hearing loss is classified as sensorineural, which means that it is caused by abnormalities of the inner ear. The loss of vision is caused by an eye disease called retinitis pigmentosa, which affects the layer of light-sensitive tissue at the back of the eye (the retina). […] Down syndrome is a chromosomal condition associated with intellectual disability, a characteristic facial appearance, and weak muscle tone in infancy. All affected individuals experience cognitive delays, but the intellectual disability is usually mild to moderate. Individuals with Down syndrome have an increased risk of hearing and vision problems and a variety of birth defects.

• #16 Causes – Canadian Deafblind Association British Columbia Chapter

  http://www.cdbabc.ca/deafblindness/causes/

  When someone is born with combined vision and hearing loss this is called congenital deafblindness. Some conditions that cause congenital deafblindness include Rubella (German Measles) and CHARGE Syndrome. […] If the combined sight and hearing loss occurs later in life, this is called acquired deafblindness. This may be due to an accident, illness or as a result of aging. […] When the CDBA was formed in 1978, the main cause for congenital deafblindness in Canada was Rubella during pregnancy. […] The cause of CHARGE is unknown at present, but research into specific genes is ongoing. […] The problems seen in an individual with CHARGE would indicate that an issue in development occurred between 35 to 45 days after conception. […] Fetal alcohol syndrome (FAS) is a set of physical and mental birth defects that can result when a woman drinks alcohol during her pregnancy.

• #17 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  More than 70 causes (also known as etiologies) of deafblindness are identified in National Deaf-Blind Child Count. The most common are complications of prematurity and CHARGE syndrome, with each causing approximately 10% of cases. […] Usher syndrome is a condition characterized by partial or total hearing loss and vision loss that worsens over time. The hearing loss is classified as sensorineural, which means that it is caused by abnormalities of the inner ear. The loss of vision is caused by an eye disease called retinitis pigmentosa, which affects the layer of light-sensitive tissue at the back of the eye (the retina). […] Down syndrome is a chromosomal condition associated with intellectual disability, a characteristic facial appearance, and weak muscle tone in infancy. All affected individuals experience cognitive delays, but the intellectual disability is usually mild to moderate. Individuals with Down syndrome have an increased risk of hearing and vision problems and a variety of birth defects.

• #18 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  More than 70 causes (also known as etiologies) of deafblindness are identified in National Deaf-Blind Child Count. The most common are complications of prematurity and CHARGE syndrome, with each causing approximately 10% of cases. […] Usher syndrome is a condition characterized by partial or total hearing loss and vision loss that worsens over time. The hearing loss is classified as sensorineural, which means that it is caused by abnormalities of the inner ear. The loss of vision is caused by an eye disease called retinitis pigmentosa, which affects the layer of light-sensitive tissue at the back of the eye (the retina). […] Down syndrome is a chromosomal condition associated with intellectual disability, a characteristic facial appearance, and weak muscle tone in infancy. All affected individuals experience cognitive delays, but the intellectual disability is usually mild to moderate. Individuals with Down syndrome have an increased risk of hearing and vision problems and a variety of birth defects.

• #19 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  Stickler syndrome is a group of hereditary conditions characterized by a distinctive facial appearance, eye abnormalities, hearing loss, and joint problems. These signs and symptoms vary widely among individuals. The hearing loss may be sensorineural, meaning that it results from changes in the inner ear, or conductive, meaning that it is caused by abnormalities of the middle ear. […] Hydrocephalus is a condition in which the primary characteristic is excessive accumulation of cerebrospinal fluid (CSF) that can lead to potentially harmful pressure on the tissues of the brain. Symptoms vary by age. In infancy, they include a rapid increase in head circumference, vomiting, downward deviation of the eyes, and seizures. High CSF pressure can damage vision due to pressure on the optic nerve or other nerves. It may also cause hearing loss, believed to be due directly to hydrocephalus or as a side effect of surgical shunt placement.

• #20 Causes – Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/causes/

  There are many factors that can be attributable to causing deafblindness. […] Varying degrees of vision and hearing loss may occur: […] During pregnancy: a woman may come into contact with a virus or disease that affects the growing foetus […] an inherited condition or syndrome may be passed on to the child […] a chromosomal disorder may occur during the foetus early development […] injury affecting the foetus whilst in utero […] Complications at birth (multiple health and physical conditions may also be present): a child may be born prematurely […] neurological conditions as a result of a traumatic birth or lack of oxygen […] Post natal/childhood: inherited conditions that may present during developmental stages […] auto immune conditions […] illness cause by virus or disease

• #21 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Deafblindness is a disability in its own right. […] A person is regarded as deafblind if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility. This includes people with a progressive sight and hearing loss. […] There are many causes of congenital deafblindness and acquired deafblindness. […] Congenital deafblindness can be caused by: Problems associated with premature birth birth before 37 weeks of pregnancy. An infection in a baby in the womb, such as rubella (German measles), toxoplasmosis or cytomegalovirus (CMV). Genetic conditions, such as CHARGE syndrome or Down syndrome. Cerebral palsy a problem with the brain and nervous system that mainly affects movement and co-ordination. Foetal alcohol syndrome health problems caused by the mother drinking alcohol while pregnant.

• #22 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  More than 70 causes (also known as etiologies) of deafblindness are identified in National Deaf-Blind Child Count. The most common are complications of prematurity and CHARGE syndrome, with each causing approximately 10% of cases. […] Usher syndrome is a condition characterized by partial or total hearing loss and vision loss that worsens over time. The hearing loss is classified as sensorineural, which means that it is caused by abnormalities of the inner ear. The loss of vision is caused by an eye disease called retinitis pigmentosa, which affects the layer of light-sensitive tissue at the back of the eye (the retina). […] Down syndrome is a chromosomal condition associated with intellectual disability, a characteristic facial appearance, and weak muscle tone in infancy. All affected individuals experience cognitive delays, but the intellectual disability is usually mild to moderate. Individuals with Down syndrome have an increased risk of hearing and vision problems and a variety of birth defects.

• #23 Causes – Canadian Deafblind Association British Columbia Chapter

  http://www.cdbabc.ca/deafblindness/causes/

  When someone is born with combined vision and hearing loss this is called congenital deafblindness. Some conditions that cause congenital deafblindness include Rubella (German Measles) and CHARGE Syndrome. […] If the combined sight and hearing loss occurs later in life, this is called acquired deafblindness. This may be due to an accident, illness or as a result of aging. […] When the CDBA was formed in 1978, the main cause for congenital deafblindness in Canada was Rubella during pregnancy. […] The cause of CHARGE is unknown at present, but research into specific genes is ongoing. […] The problems seen in an individual with CHARGE would indicate that an issue in development occurred between 35 to 45 days after conception. […] Fetal alcohol syndrome (FAS) is a set of physical and mental birth defects that can result when a woman drinks alcohol during her pregnancy.

• #24 Deafblindness | Deafblind Scotland

  https://www.dbscotland.org.uk/deafblindness

  Congenital Infections Infections such as rubella (German measles), cytomegalovirus (CMV), and toxoplasmosis during pregnancy can lead to deafblindness in the human infant. […] Meningitis: This infection can damage both the auditory and visual systems, leading to deafblindness. […] Head Trauma: Severe head injuries can result in damage to the parts of the brain responsible for hearing and vision. […] Genetic Disorders Usher Syndrome: The most common genetic cause of acquired deafblindness, characterised by hearing loss and progressive vision loss due to retinitis pigmentosa. […] Understanding the cause of deafblindness in an individual often requires a detailed medical history, genetic testing, and a thorough examination by specialists. Within the congenital field, there can be some risk of misdiagnoses due to diagnostic overshadowing and the functional nature of the assessment process.

• #25 Deafblindness | Deafblind Scotland

  https://www.dbscotland.org.uk/deafblindness

  Congenital Infections Infections such as rubella (German measles), cytomegalovirus (CMV), and toxoplasmosis during pregnancy can lead to deafblindness in the human infant. […] Meningitis: This infection can damage both the auditory and visual systems, leading to deafblindness. […] Head Trauma: Severe head injuries can result in damage to the parts of the brain responsible for hearing and vision. […] Genetic Disorders Usher Syndrome: The most common genetic cause of acquired deafblindness, characterised by hearing loss and progressive vision loss due to retinitis pigmentosa. […] Understanding the cause of deafblindness in an individual often requires a detailed medical history, genetic testing, and a thorough examination by specialists. Within the congenital field, there can be some risk of misdiagnoses due to diagnostic overshadowing and the functional nature of the assessment process.

• #26 Deaf-Blindness – National Library Service for the Blind and Physically Handicapped (NLS) | Library of Congress

  https://stuff.coffeecode.net/www.loc.gov/nls/resources/deaf-blindness/

  Deaf-blindness refers to the combination of hearing and visual loss that severely impedes communication, education, employment, and independent living. […] The hearing and vision loss of older individuals and those with Ushers syndrome may worsen over time. […] Infants born with CHARGE syndrome or whose mothers contracted the Zika virus or rubella while pregnant can be deaf-blind from birth. […] Lists syndromes and conditions that may cause combined vision and hearing loss in children. […] Discussion of CRS, which can cause multiple disabilities, including deafness and vision impairment, in infants whose mothers contracted rubella in the first trimester. […] Summarizes the major types of the rare, genetic disease Ushers syndrome, including progressive hearing and sight impairment. Focuses on the genetic aspects of Ushers syndrome, such as inheritance pattern, frequency, and genetic changes.

• #27 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Deafblindness is a disability in its own right. […] A person is regarded as deafblind if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility. This includes people with a progressive sight and hearing loss. […] There are many causes of congenital deafblindness and acquired deafblindness. […] Congenital deafblindness can be caused by: Problems associated with premature birth birth before 37 weeks of pregnancy. An infection in a baby in the womb, such as rubella (German measles), toxoplasmosis or cytomegalovirus (CMV). Genetic conditions, such as CHARGE syndrome or Down syndrome. Cerebral palsy a problem with the brain and nervous system that mainly affects movement and co-ordination. Foetal alcohol syndrome health problems caused by the mother drinking alcohol while pregnant.

• #28 Causes – Canadian Deafblind Association British Columbia Chapter

  http://www.cdbabc.ca/deafblindness/causes/

  When someone is born with combined vision and hearing loss this is called congenital deafblindness. Some conditions that cause congenital deafblindness include Rubella (German Measles) and CHARGE Syndrome. […] If the combined sight and hearing loss occurs later in life, this is called acquired deafblindness. This may be due to an accident, illness or as a result of aging. […] When the CDBA was formed in 1978, the main cause for congenital deafblindness in Canada was Rubella during pregnancy. […] The cause of CHARGE is unknown at present, but research into specific genes is ongoing. […] The problems seen in an individual with CHARGE would indicate that an issue in development occurred between 35 to 45 days after conception. […] Fetal alcohol syndrome (FAS) is a set of physical and mental birth defects that can result when a woman drinks alcohol during her pregnancy.

• #29 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Deafblindness is a disability in its own right. […] A person is regarded as deafblind if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility. This includes people with a progressive sight and hearing loss. […] There are many causes of congenital deafblindness and acquired deafblindness. […] Congenital deafblindness can be caused by: Problems associated with premature birth birth before 37 weeks of pregnancy. An infection in a baby in the womb, such as rubella (German measles), toxoplasmosis or cytomegalovirus (CMV). Genetic conditions, such as CHARGE syndrome or Down syndrome. Cerebral palsy a problem with the brain and nervous system that mainly affects movement and co-ordination. Foetal alcohol syndrome health problems caused by the mother drinking alcohol while pregnant.

• #30 Causes – Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/causes/

  There are many factors that can be attributable to causing deafblindness. […] Varying degrees of vision and hearing loss may occur: […] During pregnancy: a woman may come into contact with a virus or disease that affects the growing foetus […] an inherited condition or syndrome may be passed on to the child […] a chromosomal disorder may occur during the foetus early development […] injury affecting the foetus whilst in utero […] Complications at birth (multiple health and physical conditions may also be present): a child may be born prematurely […] neurological conditions as a result of a traumatic birth or lack of oxygen […] Post natal/childhood: inherited conditions that may present during developmental stages […] auto immune conditions […] illness cause by virus or disease

• #31 Causes – Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/causes/

  There are many factors that can be attributable to causing deafblindness. […] Varying degrees of vision and hearing loss may occur: […] During pregnancy: a woman may come into contact with a virus or disease that affects the growing foetus […] an inherited condition or syndrome may be passed on to the child […] a chromosomal disorder may occur during the foetus early development […] injury affecting the foetus whilst in utero […] Complications at birth (multiple health and physical conditions may also be present): a child may be born prematurely […] neurological conditions as a result of a traumatic birth or lack of oxygen […] Post natal/childhood: inherited conditions that may present during developmental stages […] auto immune conditions […] illness cause by virus or disease

• #32 Causes – Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/causes/

  injury to the eyes and ears […] acquired brain injury […] Young adult to older age: inherited conditions or syndromes that present later in the persons life […] non-hereditary conditions and syndromes […] auto immune conditions […] illness cause by virus or disease […] injury to the eyes and ears […] acquired brain injury […] the ageing process.

• #33 Deafblindness | Deafblind Scotland

  https://www.dbscotland.org.uk/deafblindness

  Congenital Infections Infections such as rubella (German measles), cytomegalovirus (CMV), and toxoplasmosis during pregnancy can lead to deafblindness in the human infant. […] Meningitis: This infection can damage both the auditory and visual systems, leading to deafblindness. […] Head Trauma: Severe head injuries can result in damage to the parts of the brain responsible for hearing and vision. […] Genetic Disorders Usher Syndrome: The most common genetic cause of acquired deafblindness, characterised by hearing loss and progressive vision loss due to retinitis pigmentosa. […] Understanding the cause of deafblindness in an individual often requires a detailed medical history, genetic testing, and a thorough examination by specialists. Within the congenital field, there can be some risk of misdiagnoses due to diagnostic overshadowing and the functional nature of the assessment process.

• #34 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #35 Deafblindness | Deafblind Scotland

  https://www.dbscotland.org.uk/deafblindness

  Congenital Infections Infections such as rubella (German measles), cytomegalovirus (CMV), and toxoplasmosis during pregnancy can lead to deafblindness in the human infant. […] Meningitis: This infection can damage both the auditory and visual systems, leading to deafblindness. […] Head Trauma: Severe head injuries can result in damage to the parts of the brain responsible for hearing and vision. […] Genetic Disorders Usher Syndrome: The most common genetic cause of acquired deafblindness, characterised by hearing loss and progressive vision loss due to retinitis pigmentosa. […] Understanding the cause of deafblindness in an individual often requires a detailed medical history, genetic testing, and a thorough examination by specialists. Within the congenital field, there can be some risk of misdiagnoses due to diagnostic overshadowing and the functional nature of the assessment process.

• #36 Causes – Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/causes/

  injury to the eyes and ears […] acquired brain injury […] Young adult to older age: inherited conditions or syndromes that present later in the persons life […] non-hereditary conditions and syndromes […] auto immune conditions […] illness cause by virus or disease […] injury to the eyes and ears […] acquired brain injury […] the ageing process.

• #37 Causes – Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/causes/

  injury to the eyes and ears […] acquired brain injury […] Young adult to older age: inherited conditions or syndromes that present later in the persons life […] non-hereditary conditions and syndromes […] auto immune conditions […] illness cause by virus or disease […] injury to the eyes and ears […] acquired brain injury […] the ageing process.

• #38 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  Stickler syndrome is a group of hereditary conditions characterized by a distinctive facial appearance, eye abnormalities, hearing loss, and joint problems. These signs and symptoms vary widely among individuals. The hearing loss may be sensorineural, meaning that it results from changes in the inner ear, or conductive, meaning that it is caused by abnormalities of the middle ear. […] Hydrocephalus is a condition in which the primary characteristic is excessive accumulation of cerebrospinal fluid (CSF) that can lead to potentially harmful pressure on the tissues of the brain. Symptoms vary by age. In infancy, they include a rapid increase in head circumference, vomiting, downward deviation of the eyes, and seizures. High CSF pressure can damage vision due to pressure on the optic nerve or other nerves. It may also cause hearing loss, believed to be due directly to hydrocephalus or as a side effect of surgical shunt placement.

• #39 Causes – Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/causes/

  There are many factors that can be attributable to causing deafblindness. […] Varying degrees of vision and hearing loss may occur: […] During pregnancy: a woman may come into contact with a virus or disease that affects the growing foetus […] an inherited condition or syndrome may be passed on to the child […] a chromosomal disorder may occur during the foetus early development […] injury affecting the foetus whilst in utero […] Complications at birth (multiple health and physical conditions may also be present): a child may be born prematurely […] neurological conditions as a result of a traumatic birth or lack of oxygen […] Post natal/childhood: inherited conditions that may present during developmental stages […] auto immune conditions […] illness cause by virus or disease

• #40 About Deafblindness | Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/

  Deafblindness is a unique and isolating sensory disability resulting from the combination of both hearing and vision loss or impairment. This has a significant effect on communication, socialisation, mobility and daily living. […] Congenital deafblindness can occur for a number of reasons: because of hereditary genetic conditions, infection contracted by the mother during her pregnancy, or disease, infection or injury that affects a child early in their development. […] Usher Syndrome for example, causes deafness or hearing impairment at birth and vision impairment later in life. […] For significant numbers of people the ageing process is a cause of dual sensory loss or deafblindness.

• #41 Causes – Deafblind Information

  https://www.deafblindinformation.org.au/about-deafblindness/causes/

  injury to the eyes and ears […] acquired brain injury […] Young adult to older age: inherited conditions or syndromes that present later in the persons life […] non-hereditary conditions and syndromes […] auto immune conditions […] illness cause by virus or disease […] injury to the eyes and ears […] acquired brain injury […] the ageing process.

• #42 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #43 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  More than 70 causes (also known as etiologies) of deafblindness are identified in National Deaf-Blind Child Count. The most common are complications of prematurity and CHARGE syndrome, with each causing approximately 10% of cases. […] Usher syndrome is a condition characterized by partial or total hearing loss and vision loss that worsens over time. The hearing loss is classified as sensorineural, which means that it is caused by abnormalities of the inner ear. The loss of vision is caused by an eye disease called retinitis pigmentosa, which affects the layer of light-sensitive tissue at the back of the eye (the retina). […] Down syndrome is a chromosomal condition associated with intellectual disability, a characteristic facial appearance, and weak muscle tone in infancy. All affected individuals experience cognitive delays, but the intellectual disability is usually mild to moderate. Individuals with Down syndrome have an increased risk of hearing and vision problems and a variety of birth defects.

• #44 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #45 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #46 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #47 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #48 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  Stickler syndrome is a group of hereditary conditions characterized by a distinctive facial appearance, eye abnormalities, hearing loss, and joint problems. These signs and symptoms vary widely among individuals. The hearing loss may be sensorineural, meaning that it results from changes in the inner ear, or conductive, meaning that it is caused by abnormalities of the middle ear. […] Hydrocephalus is a condition in which the primary characteristic is excessive accumulation of cerebrospinal fluid (CSF) that can lead to potentially harmful pressure on the tissues of the brain. Symptoms vary by age. In infancy, they include a rapid increase in head circumference, vomiting, downward deviation of the eyes, and seizures. High CSF pressure can damage vision due to pressure on the optic nerve or other nerves. It may also cause hearing loss, believed to be due directly to hydrocephalus or as a side effect of surgical shunt placement.

• #49 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #50 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  More than 70 causes (also known as etiologies) of deafblindness are identified in National Deaf-Blind Child Count. The most common are complications of prematurity and CHARGE syndrome, with each causing approximately 10% of cases. […] Usher syndrome is a condition characterized by partial or total hearing loss and vision loss that worsens over time. The hearing loss is classified as sensorineural, which means that it is caused by abnormalities of the inner ear. The loss of vision is caused by an eye disease called retinitis pigmentosa, which affects the layer of light-sensitive tissue at the back of the eye (the retina). […] Down syndrome is a chromosomal condition associated with intellectual disability, a characteristic facial appearance, and weak muscle tone in infancy. All affected individuals experience cognitive delays, but the intellectual disability is usually mild to moderate. Individuals with Down syndrome have an increased risk of hearing and vision problems and a variety of birth defects.

• #51 Causes of Deafblindness | National Center on Deafblindness

  https://www.nationaldb.org/info-center/overview/causes/

  Stickler syndrome is a group of hereditary conditions characterized by a distinctive facial appearance, eye abnormalities, hearing loss, and joint problems. These signs and symptoms vary widely among individuals. The hearing loss may be sensorineural, meaning that it results from changes in the inner ear, or conductive, meaning that it is caused by abnormalities of the middle ear. […] Hydrocephalus is a condition in which the primary characteristic is excessive accumulation of cerebrospinal fluid (CSF) that can lead to potentially harmful pressure on the tissues of the brain. Symptoms vary by age. In infancy, they include a rapid increase in head circumference, vomiting, downward deviation of the eyes, and seizures. High CSF pressure can damage vision due to pressure on the optic nerve or other nerves. It may also cause hearing loss, believed to be due directly to hydrocephalus or as a side effect of surgical shunt placement.

• #52 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #53 Communication and Culture: How They Relate to Service Development and Advocacy for People Who Are Deaf-Blind.

  http://deafblind.com/cculture.html

  The human brain has a remarkable ability to adapt to the absence or loss of sight and hearing. […] An understanding of how the sensory abilities of people who are deaf-blind differ from those of people who are hearing-sighted and the underlying neurological basis for this can help parents, deaf-blind adults, and others who work with deaf-blind children create environments that will nurture each child, promote language development and learning, and support social and emotional needs. […] The ability of the human brain to adjust to or compensate for what he called „different sensory configurations” such as deafness, blindness, or deaf-blindness is one such adaptation. […] The way the brain compensates for the absence or loss of a sense is by enhancing the function of the remaining senses. This adaptation is called „cortical plasticity.”

• #54 Communication and Culture: How They Relate to Service Development and Advocacy for People Who Are Deaf-Blind.

  http://deafblind.com/cculture.html

  The human brain has a remarkable ability to adapt to the absence or loss of sight and hearing. […] An understanding of how the sensory abilities of people who are deaf-blind differ from those of people who are hearing-sighted and the underlying neurological basis for this can help parents, deaf-blind adults, and others who work with deaf-blind children create environments that will nurture each child, promote language development and learning, and support social and emotional needs. […] The ability of the human brain to adjust to or compensate for what he called „different sensory configurations” such as deafness, blindness, or deaf-blindness is one such adaptation. […] The way the brain compensates for the absence or loss of a sense is by enhancing the function of the remaining senses. This adaptation is called „cortical plasticity.”

• #55 Communication and Culture: How They Relate to Service Development and Advocacy for People Who Are Deaf-Blind.

  http://deafblind.com/cculture.html

  The first mechanism is increased activity in areas of the brain devoted to a particular sense when that sense receives increased stimulation. […] The second way in which the brain adapts is by allocating areas of the brain normally devoted to one sense to other remaining senses. This is called „functional reallocation.” […] Thanks to cortical plasticity, our brains adapt to make use of the senses we have available to us. […] He calls this „modality appropriate-stimulation,” a topic discussed in some depth, particularly as it relates to deaf-blind children and their developmental and educational needs. […] According to Dr. Lane, only people and communities who have a particular sensory configuration themselves are able to create or evolve the types of modality appropriate-stimulation language, culture, and other environmental resources that suit their particular sensory abilities best.

• #56 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  The perceptual system is not fully present at birth but develops as a function of individual experience, which thus shapes brain functions. […] In the case of sensory deprivation, the nervous system changes as a function of the altered input. A total sensory deprivation from birth—such as congenital deafness or deafblindness—can be a unique model for expanding the knowledge about the prospects and limitations of neuroplasticity. […] However, to date, the network and interplay of the different sensory modalities have not been fully understood. […] Neuroplasticity is defined as the ability of the brain to adapt its organization to the specific sensory experiences of an individual. […] Changes can be observed on the structural level, such as alterations of axonal, dendritic, and synaptic morphologies, or a functional level, that is, modulations in the weights of synaptic connections.

• #57 Communication and Culture: How They Relate to Service Development and Advocacy for People Who Are Deaf-Blind.

  http://deafblind.com/cculture.html

  The first mechanism is increased activity in areas of the brain devoted to a particular sense when that sense receives increased stimulation. […] The second way in which the brain adapts is by allocating areas of the brain normally devoted to one sense to other remaining senses. This is called „functional reallocation.” […] Thanks to cortical plasticity, our brains adapt to make use of the senses we have available to us. […] He calls this „modality appropriate-stimulation,” a topic discussed in some depth, particularly as it relates to deaf-blind children and their developmental and educational needs. […] According to Dr. Lane, only people and communities who have a particular sensory configuration themselves are able to create or evolve the types of modality appropriate-stimulation language, culture, and other environmental resources that suit their particular sensory abilities best.

• #58 Communication and Culture: How They Relate to Service Development and Advocacy for People Who Are Deaf-Blind.

  http://deafblind.com/cculture.html

  The first mechanism is increased activity in areas of the brain devoted to a particular sense when that sense receives increased stimulation. […] The second way in which the brain adapts is by allocating areas of the brain normally devoted to one sense to other remaining senses. This is called „functional reallocation.” […] Thanks to cortical plasticity, our brains adapt to make use of the senses we have available to us. […] He calls this „modality appropriate-stimulation,” a topic discussed in some depth, particularly as it relates to deaf-blind children and their developmental and educational needs. […] According to Dr. Lane, only people and communities who have a particular sensory configuration themselves are able to create or evolve the types of modality appropriate-stimulation language, culture, and other environmental resources that suit their particular sensory abilities best.

• #59 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  Although the brain remains plastic throughout the lifespan, adult plasticity is more limited in both qualitative and quantitative aspects as compared to developmental plasticity. […] Neuroplasticity after sensory deprivation can be classified into two types, corresponding to the brain area in which the change occurs. […] This review will focus on studies on crossmodal plasticity, which concerns changes in areas that are typically associated with a modality that is not received and processed. […] Importantly, crossmodal reorganization does not follow a random pattern but seems to be functionally selective. […] Indications of functional selectivity have been shown in studies on visual processing in deaf humans. […] Neuroplastic changes have been observed after a congenital, early, and even late onset of sensory deprivation.

• #60 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  Although the brain remains plastic throughout the lifespan, adult plasticity is more limited in both qualitative and quantitative aspects as compared to developmental plasticity. […] Neuroplasticity after sensory deprivation can be classified into two types, corresponding to the brain area in which the change occurs. […] This review will focus on studies on crossmodal plasticity, which concerns changes in areas that are typically associated with a modality that is not received and processed. […] Importantly, crossmodal reorganization does not follow a random pattern but seems to be functionally selective. […] Indications of functional selectivity have been shown in studies on visual processing in deaf humans. […] Neuroplastic changes have been observed after a congenital, early, and even late onset of sensory deprivation.

• #61 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  However, compared to developmental plasticity, the impact of adult plasticity is significantly reduced. […] To understand the underlying modulations, it is crucial to distinguish between different perceptual functions, such as spatial and temporal processing. […] Thus, due to developmental neuroplasticity and critical periods in ontogeny, age of deprivation onset can be considered a crucial variable in studies on deafness and deafblindness. […] Furthermore, individual language experiences should be examined. […] Here, a critical determinant might be the age of exposure to a first language. […] If acquired from birth, signed and spoken languages mostly recruit the same neural network. […] However, in addition to modality-independent language areas, some specific areas are more active or recruited only for signed languages compared to spoken languages.

• #62 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  However, compared to developmental plasticity, the impact of adult plasticity is significantly reduced. […] To understand the underlying modulations, it is crucial to distinguish between different perceptual functions, such as spatial and temporal processing. […] Thus, due to developmental neuroplasticity and critical periods in ontogeny, age of deprivation onset can be considered a crucial variable in studies on deafness and deafblindness. […] Furthermore, individual language experiences should be examined. […] Here, a critical determinant might be the age of exposure to a first language. […] If acquired from birth, signed and spoken languages mostly recruit the same neural network. […] However, in addition to modality-independent language areas, some specific areas are more active or recruited only for signed languages compared to spoken languages.

• #63 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  Although the brain remains plastic throughout the lifespan, adult plasticity is more limited in both qualitative and quantitative aspects as compared to developmental plasticity. […] Neuroplasticity after sensory deprivation can be classified into two types, corresponding to the brain area in which the change occurs. […] This review will focus on studies on crossmodal plasticity, which concerns changes in areas that are typically associated with a modality that is not received and processed. […] Importantly, crossmodal reorganization does not follow a random pattern but seems to be functionally selective. […] Indications of functional selectivity have been shown in studies on visual processing in deaf humans. […] Neuroplastic changes have been observed after a congenital, early, and even late onset of sensory deprivation.

• #64 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  However, compared to developmental plasticity, the impact of adult plasticity is significantly reduced. […] To understand the underlying modulations, it is crucial to distinguish between different perceptual functions, such as spatial and temporal processing. […] Thus, due to developmental neuroplasticity and critical periods in ontogeny, age of deprivation onset can be considered a crucial variable in studies on deafness and deafblindness. […] Furthermore, individual language experiences should be examined. […] Here, a critical determinant might be the age of exposure to a first language. […] If acquired from birth, signed and spoken languages mostly recruit the same neural network. […] However, in addition to modality-independent language areas, some specific areas are more active or recruited only for signed languages compared to spoken languages.

• #65 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  However, compared to developmental plasticity, the impact of adult plasticity is significantly reduced. […] To understand the underlying modulations, it is crucial to distinguish between different perceptual functions, such as spatial and temporal processing. […] Thus, due to developmental neuroplasticity and critical periods in ontogeny, age of deprivation onset can be considered a crucial variable in studies on deafness and deafblindness. […] Furthermore, individual language experiences should be examined. […] Here, a critical determinant might be the age of exposure to a first language. […] If acquired from birth, signed and spoken languages mostly recruit the same neural network. […] However, in addition to modality-independent language areas, some specific areas are more active or recruited only for signed languages compared to spoken languages.

• #66 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  This might have an impact on, for example, the lateralization of the neural response to non-linguistic stimuli. […] On the other end of the language acquisition continuum, there are deaf and deafblind participants who have never fully acquired a language. […] Language deprivation due to delayed exposure to a first language changes the organization of language areas in the brain and may have an impact on other, more basic perceptual functions. […] Including the group of deafblind individuals allows crucial insights into the consequences of audio-visual deprivation on the perception of touch. […] Importantly, individual etiologies for deafblindness are highly heterogeneous, a factor that must be taken into account when considering the number and outcome of existing studies. […] To date, there is little insight into how somatosensory processing in deafblind individuals might be altered as a function of the specific sensory deprivation and individual language experience.

• #67 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  How do deaf and deafblind individuals process touch? This question offers a unique model to understand the prospects and constraints of neural plasticity. […] However, there are still many unresolved questions regarding the deciding factors for these changes in deaf and deafblind individuals, and so far, findings are not consistent. […] To date, most studies have not taken the sensory and linguistic experiences of the included participants into account. As a result, the impact of sensory deprivation vs. language experience on somatosensory processing remains inconclusive. Even less is known about the impact of deafblindness on brain development. […] The resulting neural adaptations could be even more substantial, but no clear patterns have yet been identified. […] Here, we will provide a critical review of the literature, aiming at identifying determinants for neuroplasticity and gaps in our current knowledge of somatosensory processing in deaf and deafblind individuals.

• #68 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  For deafblind individuals, the lack of research on somatosensory processing is even more substantial than for deaf individuals. […] Overall, the consequences of deafblindness on the processing of touch remain mostly inconclusive, and sometimes, findings from different studies are providing conflicting information. […] Moreover, for this group, it is particularly important to consider the impact of possible comorbidities.

• #69 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  The CI-implantation was conducted unilaterally in the left ear. […] Results at two and 18 months after implantation showed high vowel and consonant discrimination rates. […] However, it is important to note that none of these single-case studies on CI-implantation included congenitally deaf participants. […] While linguistic experiences in the Deaf Community display a considerable degree of variance, the situation is even more complex for deafblind individuals, and individual language backgrounds are highly diverse. […] This is partly due to the heterogenous nature of deafblindness, such as the age of onset of blindness. […] More recent research has begun to examine the emergence of a new tactile language system in the United States, called Protactile. […] One might expect a difference as a function of sensory and/or linguistic experience, but at this point, this assumption remains partly speculative.

• #70 Deaf Blindness – Understanding and Supporting Learners with Disabilities

  https://dev.pressbooks.usnh.edu/understandingandsupportinglearnerswithdisabilities/chapter/deaf-blindness/

  Deafblindness may be congenital or adventitious. Many individuals who are congenitally deafblind will struggle to become linguistic, but most individuals who are adventitiously deafblind will be linguistic. Individuals who are adventitiously deafblind will require extensive supports while learning new communication and literacy forms (e.g., sign language, Braille). […] There is a moderate level of evidence that early intervention services, including those offered in the home, reduce the developmental disadvantages posed by deafblindness. […] There is moderate evidence of the effectiveness of tactile approaches and strategies to improve communication in learners who are deafblind. Touch cues are a tactile form of communication. For example, while preparing to put on a child’s pair of glasses, the teacher may provide an opportunity for the child to touch the glasses (while explaining what is about to happen) and then provide a touch cue to the child’s temple prior to placing the glasses. Many children who are deafblind will require sign language presented in a tactual form. They will all need instructional materials and approaches that are tactual. […] The outcomes of cochlear implantation are highly variable, and parents of children who are deafblind value non-speech outcomes. Other areas of AT have not been as well researched with this population, resulting in an emerging level of evidence.

• #71 Deaf Blindness – Understanding and Supporting Learners with Disabilities

  https://dev.pressbooks.usnh.edu/understandingandsupportinglearnerswithdisabilities/chapter/deaf-blindness/

  Deafblindness may be congenital or adventitious. Many individuals who are congenitally deafblind will struggle to become linguistic, but most individuals who are adventitiously deafblind will be linguistic. Individuals who are adventitiously deafblind will require extensive supports while learning new communication and literacy forms (e.g., sign language, Braille). […] There is a moderate level of evidence that early intervention services, including those offered in the home, reduce the developmental disadvantages posed by deafblindness. […] There is moderate evidence of the effectiveness of tactile approaches and strategies to improve communication in learners who are deafblind. Touch cues are a tactile form of communication. For example, while preparing to put on a child’s pair of glasses, the teacher may provide an opportunity for the child to touch the glasses (while explaining what is about to happen) and then provide a touch cue to the child’s temple prior to placing the glasses. Many children who are deafblind will require sign language presented in a tactual form. They will all need instructional materials and approaches that are tactual. […] The outcomes of cochlear implantation are highly variable, and parents of children who are deafblind value non-speech outcomes. Other areas of AT have not been as well researched with this population, resulting in an emerging level of evidence.

• #72 Rehabilitation healthcare professionals’ competence and confidence in differentially diagnosing deafblindness from autism spectrum disorders: a cross-sectional survey in South Africa | BMC Medical Education | Full Text

  https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03258-1

  Deafblindness is often misdiagnosed or diagnosed late. Literature attributes the misdiagnosis and/or late diagnosis of congenital deafblindness to several factors, including: i) the low prevalence of congenital deafblindness as mentioned above. ii) the heterogeneity of the population due to different degrees of vision and hearing, different modes of communication and comorbidities and causes of deafblindness. iii) the combined sensory loss, which results in difficulties in using traditional functional assessments and psychological tests which often require full sensory functioning. iv) the communication system used, which often results in communication difficulties during assessment. v) the interpretation of deafblind behaviour, often called blindism. vi) the narrow or discipline focus in the management instead of a team approach and vii) the lack of a consensus on the definition owing to two definitions a medical and a functional definition. The medical definition is concerned with audiological and visual criteria, while the functional definition is concerned with self-reports and observations, evaluating the individual impact of vision and hearing loss on everyday life activities and the individuals possibilities of participation. This lack of consensus contributes to the insufficient understanding of deafblindness as a condition amongst healthcare professionals; viii) other disabilities tend to mask deafblindness and its close resemblance to autism spectrum disorder (ASD).

• #73 Rehabilitation healthcare professionals’ competence and confidence in differentially diagnosing deafblindness from autism spectrum disorders: a cross-sectional survey in South Africa | BMC Medical Education | Full Text

  https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03258-1

  The misdiagnosis or late diagnosis of deafblindness has lifelong consequences for the family and the child who is deafblind. Therefore, there is a need to prioritize early identification and intervention in this population. The study highlights the implications at three different levels: Rehabilitation practice, Policy, Research.

• #74 Rehabilitation healthcare professionals’ competence and confidence in differentially diagnosing deafblindness from autism spectrum disorders: a cross-sectional survey in South Africa | BMC Medical Education | Full Text

  https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03258-1

  Deafblindness is often misdiagnosed or diagnosed late. Literature attributes the misdiagnosis and/or late diagnosis of congenital deafblindness to several factors, including: i) the low prevalence of congenital deafblindness as mentioned above. ii) the heterogeneity of the population due to different degrees of vision and hearing, different modes of communication and comorbidities and causes of deafblindness. iii) the combined sensory loss, which results in difficulties in using traditional functional assessments and psychological tests which often require full sensory functioning. iv) the communication system used, which often results in communication difficulties during assessment. v) the interpretation of deafblind behaviour, often called blindism. vi) the narrow or discipline focus in the management instead of a team approach and vii) the lack of a consensus on the definition owing to two definitions a medical and a functional definition. The medical definition is concerned with audiological and visual criteria, while the functional definition is concerned with self-reports and observations, evaluating the individual impact of vision and hearing loss on everyday life activities and the individuals possibilities of participation. This lack of consensus contributes to the insufficient understanding of deafblindness as a condition amongst healthcare professionals; viii) other disabilities tend to mask deafblindness and its close resemblance to autism spectrum disorder (ASD).

• #75 Rehabilitation healthcare professionals’ competence and confidence in differentially diagnosing deafblindness from autism spectrum disorders: a cross-sectional survey in South Africa | BMC Medical Education | Full Text

  https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03258-1

  Deafblindness is often misdiagnosed as ASD because fundamentally, both conditions affect the way sensory information is accessed and processed. Deafblindness is a dual sensory (hearing and vision) loss, which manifests through auditory and visual processing problems. On the other hand, ASD manifests through difficulties in processing auditory and visual stimulation due to the way the brain processes sensory information, rather than sensory loss. Ultimately, both conditions affect access to information, communication, social interaction and behavior (children tend to present with restricted and repetitive behaviors). Both of these conditions also significantly affect vocational and future education achievements. Furthermore, the concurrent visual and hearing impairment limits access to information required for the development of language, communication, cognition, socio-emotional and mobility skills and abilities. The absence of the abovementioned skills negatively impacts social participation and educational outcomes. To facilitate the development of these skills and to mitigate the impact of deafblindness on the developing child and their family, early identification and intervention, especially in the first year of life, are essential.

• #76 Cognitive potential of children and adolescents with CHARGE syndrome and deafblindness | Orphanet Journal of Rare Diseases | Full Text

  https://ojrd.biomedcentral.com/articles/10.1186/s13023-024-03222-w

  The present study aimed to test the hypothesis stating that the cognitive potential of individuals with deafblindness is equal to those without a deafblind condition, an assumption that until now has been empirically unsubstantiated within the field of deafblindness. […] Findings supported the assumption of equal cognitive potential of individuals with and without deafblindness. Results indicated that the children and adolescents with deafblindness had most effect of the accommodations, enabling them to approximate the results of the subgroup without deafblindness. […] The combined sensory-motor impairment of children and adolescents with CHARGE makes them vulnerable to atypical progress. […] The high incidence of combined anomalies within the auditory and visual pathways significantly impact their psychomotoric progress and outcome.

• #77 Cognitive potential of children and adolescents with CHARGE syndrome and deafblindness | Orphanet Journal of Rare Diseases | Full Text

  https://ojrd.biomedcentral.com/articles/10.1186/s13023-024-03222-w

  The study’s third premise (III) holds that an increase in performance level mainly represents a cognitive potential when controlling for the effect of sensory impairment. […] Findings from the 1st level assessment obtained by the two subgroups demonstrated that the scores of children and adolescents with deafblindness were significantly lower than the scores of those without deafblindness. Results connected to the 2nd level assessments revealed almost equal performances between the two subgroups, implying that the children and adolescents with deafblindness gained the most from the provided sensory compensations. […] Based on the previously affirmed premises and findings from comparative analyses involving the two subgroups, the present study supported the hypothesis of equal cognitive potential between individuals with and without deafblindness.

• #78 Cognitive potential of children and adolescents with CHARGE syndrome and deafblindness | Orphanet Journal of Rare Diseases | Full Text

  https://ojrd.biomedcentral.com/articles/10.1186/s13023-024-03222-w

  The study’s third premise (III) holds that an increase in performance level mainly represents a cognitive potential when controlling for the effect of sensory impairment. […] Findings from the 1st level assessment obtained by the two subgroups demonstrated that the scores of children and adolescents with deafblindness were significantly lower than the scores of those without deafblindness. Results connected to the 2nd level assessments revealed almost equal performances between the two subgroups, implying that the children and adolescents with deafblindness gained the most from the provided sensory compensations. […] Based on the previously affirmed premises and findings from comparative analyses involving the two subgroups, the present study supported the hypothesis of equal cognitive potential between individuals with and without deafblindness.

• #79 Cognitive potential of children and adolescents with CHARGE syndrome and deafblindness | Orphanet Journal of Rare Diseases | Full Text

  https://ojrd.biomedcentral.com/articles/10.1186/s13023-024-03222-w

  Because of the many secondary difficulties, including limitations in social life, mobility, and access to information, deafblindness is recognised as a distinct disability. […] Notably, deafblindness rarely implies total loss of both primary senses. […] Literature addressing individuals with CHARGE underlines their inherent compensatory capacity and latent developmental potential in functions and ability level. […] The accommodations that bring about these positive changes are primarily tools to guide future interventions and optimise functions and abilities. […] The study’s first premise (I) states the necessity to identify a significant increase in scores when comparing performance from the 1st and 2nd level assessment and with relative certainty represent real effects. […] The second premise (II) holds that any increase in the performance levels should mainly be an effect of enhanced accessibility rather than facilitated test conditions.

• #80 Deaf-blindness – Children, Causes, Treatment | Britannica

  https://www.britannica.com/science/deaf-blindness/Deaf-blindness-in-children

  When considering deaf-blindness from a developmental perspective, it is also possible to consider deaf-blindness from both the medical and the cultural or social perspectives. […] From a developmental medical point of view, the most important aspects of deaf-blindness are the age of onset and the severity of the hearing and visual impairments. According to the developmental model, the two sensory impairments multiply the effects of one another and intensify the impact each one has on an individual. […] Consequently, the earlier the auditory and the visual impairments occur and the more severe the level of each impairment, the greater the consequences on development. […] Deaf-blindness is likely to affect cognitive, language, social, and emotional development. […] According to Swiss psychologist Jean Piaget, whose research focused on cognitive development, individuals need to gain experience within their environment to acquire the skills and the knowledge necessary to successfully complete the tasks for each of four developmental stages.

• #81 Deaf-blindness – Children, Causes, Treatment | Britannica

  https://www.britannica.com/science/deaf-blindness/Deaf-blindness-in-children

  When considering deaf-blindness from a developmental perspective, it is also possible to consider deaf-blindness from both the medical and the cultural or social perspectives. […] From a developmental medical point of view, the most important aspects of deaf-blindness are the age of onset and the severity of the hearing and visual impairments. According to the developmental model, the two sensory impairments multiply the effects of one another and intensify the impact each one has on an individual. […] Consequently, the earlier the auditory and the visual impairments occur and the more severe the level of each impairment, the greater the consequences on development. […] Deaf-blindness is likely to affect cognitive, language, social, and emotional development. […] According to Swiss psychologist Jean Piaget, whose research focused on cognitive development, individuals need to gain experience within their environment to acquire the skills and the knowledge necessary to successfully complete the tasks for each of four developmental stages.

• #82 Deaf-blindness – Children, Causes, Treatment | Britannica

  https://www.britannica.com/science/deaf-blindness/Deaf-blindness-in-children

  Infants acquire object permanence, the knowledge that objects continue to exist even when they are hidden. […] Therefore, they spend much of their time in resting positions, often resorting to self-stimulating behaviours. […] It is therefore beneficial for the development of deaf-blind infants that they are diagnosed early and that age-appropriate stimulation is started young. […] Deaf-blind childrens language development is also at risk for significant delays. […] Environmental factors play an essential role in determining later outcomes in children. This is the case particularly for deaf-blind children.

• #83 Deaf-blindness – Children, Causes, Treatment | Britannica

  https://www.britannica.com/science/deaf-blindness/Deaf-blindness-in-children

  Infants acquire object permanence, the knowledge that objects continue to exist even when they are hidden. […] Therefore, they spend much of their time in resting positions, often resorting to self-stimulating behaviours. […] It is therefore beneficial for the development of deaf-blind infants that they are diagnosed early and that age-appropriate stimulation is started young. […] Deaf-blind childrens language development is also at risk for significant delays. […] Environmental factors play an essential role in determining later outcomes in children. This is the case particularly for deaf-blind children.

• #84 Unit 5: Deaf-blindness

  https://specialeducationnotes.co.in/B7unit5.htm

  If the child is profoundly deaf and totally blind, his or her experience of the world extends only as far as the fingertips can reach. […] Their concept of the world depends upon what they have had the opportunity to physically come in contact with. […] Deafblind children acquire fragmented and distorted information from their contact with people and environment. […] It is evident that the child faces a major obstacle in learning because of the lack of opportunity to access visual and auditory cues from the environment, less able to anticipate events in his immediate environment and limited scope to make choices. […] To reduce this loss, it is important to develop routines in the life of the deafblind child.

• #85 Deaf-blindness – Children, Causes, Treatment | Britannica

  https://www.britannica.com/science/deaf-blindness/Deaf-blindness-in-children

  Infants acquire object permanence, the knowledge that objects continue to exist even when they are hidden. […] Therefore, they spend much of their time in resting positions, often resorting to self-stimulating behaviours. […] It is therefore beneficial for the development of deaf-blind infants that they are diagnosed early and that age-appropriate stimulation is started young. […] Deaf-blind childrens language development is also at risk for significant delays. […] Environmental factors play an essential role in determining later outcomes in children. This is the case particularly for deaf-blind children.

• #86 Rehabilitation healthcare professionals’ competence and confidence in differentially diagnosing deafblindness from autism spectrum disorders: a cross-sectional survey in South Africa | BMC Medical Education | Full Text

  https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03258-1

  Deafblindness is often misdiagnosed as ASD because fundamentally, both conditions affect the way sensory information is accessed and processed. Deafblindness is a dual sensory (hearing and vision) loss, which manifests through auditory and visual processing problems. On the other hand, ASD manifests through difficulties in processing auditory and visual stimulation due to the way the brain processes sensory information, rather than sensory loss. Ultimately, both conditions affect access to information, communication, social interaction and behavior (children tend to present with restricted and repetitive behaviors). Both of these conditions also significantly affect vocational and future education achievements. Furthermore, the concurrent visual and hearing impairment limits access to information required for the development of language, communication, cognition, socio-emotional and mobility skills and abilities. The absence of the abovementioned skills negatively impacts social participation and educational outcomes. To facilitate the development of these skills and to mitigate the impact of deafblindness on the developing child and their family, early identification and intervention, especially in the first year of life, are essential.

• #87

  https://my.vanderbilt.edu/speds2430/2020-topics/deaf-blindness/

  Deaf-blindness refers to instances in which an individual has concomitant hearing and visual impairments. Roughly 45,000 50,000 American individuals are said to experience the effects of deaf-blindness today. […] As of 2020, there are approximately more than 70 different known causes of deaf-blindness. The most prevalent of those causes include but are not limited to the following: premature birth, CHARGE syndrome, Usher syndrome, Down syndrome. Of all of the known causes of deaf-blindness, roughly 45% of cases appear to be attributed to hereditary disorders and syndromes, 19% continue to have an unknown etiology, and 36% are linked to prenatal congenital, postnatal, and prematurity complications. […] Since the early years of life constitute a critical period for neurological development, early identification of deaf-blindness is vital in ensuring that these individuals attain access to the necessary interventions that will give them a better chance at developing communication skills during this time frame. Without the opportunity to receive these interventions early on, children with deaf-blindness will likely fall behind in their development of language.

• #88

  https://my.vanderbilt.edu/speds2430/2020-topics/deaf-blindness/

  Deaf-blindness refers to instances in which an individual has concomitant hearing and visual impairments. Roughly 45,000 50,000 American individuals are said to experience the effects of deaf-blindness today. […] As of 2020, there are approximately more than 70 different known causes of deaf-blindness. The most prevalent of those causes include but are not limited to the following: premature birth, CHARGE syndrome, Usher syndrome, Down syndrome. Of all of the known causes of deaf-blindness, roughly 45% of cases appear to be attributed to hereditary disorders and syndromes, 19% continue to have an unknown etiology, and 36% are linked to prenatal congenital, postnatal, and prematurity complications. […] Since the early years of life constitute a critical period for neurological development, early identification of deaf-blindness is vital in ensuring that these individuals attain access to the necessary interventions that will give them a better chance at developing communication skills during this time frame. Without the opportunity to receive these interventions early on, children with deaf-blindness will likely fall behind in their development of language.

• #89

  https://my.vanderbilt.edu/speds2430/2020-topics/deaf-blindness/

  One of the most common interventions for individuals with deaf-blindness is the use of a cochlear implant, which is a small electrical device that stimulates the cochlear nerve to improve or restore ones ability to hear and interpret speech. Since the cochlear implant gives individuals with deaf-blindness the opportunity to take in auditory input that would not have been possible without the device, implantation of the cochlear implant earlier in life proves to be especially important in maximizing individuals abilities to develop communication skills appropriately. […] Generally speaking, literacy skills are highly dependent on an array of skills that are typically attained during the early stages of language development. For individuals with deaf-blindness, however, a lack of visual and auditory input hinders the language development process, subsequently causing literacy development to be drastically impaired in most cases.

• #90 Deaf-blindness – Children, Causes, Treatment | Britannica

  https://www.britannica.com/science/deaf-blindness/Deaf-blindness-in-children

  When considering deaf-blindness from a developmental perspective, it is also possible to consider deaf-blindness from both the medical and the cultural or social perspectives. […] From a developmental medical point of view, the most important aspects of deaf-blindness are the age of onset and the severity of the hearing and visual impairments. According to the developmental model, the two sensory impairments multiply the effects of one another and intensify the impact each one has on an individual. […] Consequently, the earlier the auditory and the visual impairments occur and the more severe the level of each impairment, the greater the consequences on development. […] Deaf-blindness is likely to affect cognitive, language, social, and emotional development. […] According to Swiss psychologist Jean Piaget, whose research focused on cognitive development, individuals need to gain experience within their environment to acquire the skills and the knowledge necessary to successfully complete the tasks for each of four developmental stages.

• #91 Unit 5: Deaf-blindness

  https://specialeducationnotes.co.in/B7unit5.htm

  Accidents or other trauma as a cause of deafblindness […] Ageing as a cause of deafblindness. […] Deafblind children face major challenges in learning. […] Deafblindness causes such severe communication and other developmental and learning needs that the persons cannot be appropriately educated in special education programmes solely for children and youth with hearing impairments, visual impairments or severe disabilities, without supplementary assistance to address their educational needs due to these dual, concurrent disabilities. […] Deafblind children are educationally isolated because impairments of sight and hearing require attentive and unique educational approaches in order to ensure that children with this disability have the opportunity to reach their full potential. […] For the deafblind child, the world is initially much narrower.

• #92 Unit 5: Deaf-blindness

  https://specialeducationnotes.co.in/B7unit5.htm

  If the child is profoundly deaf and totally blind, his or her experience of the world extends only as far as the fingertips can reach. […] Their concept of the world depends upon what they have had the opportunity to physically come in contact with. […] Deafblind children acquire fragmented and distorted information from their contact with people and environment. […] It is evident that the child faces a major obstacle in learning because of the lack of opportunity to access visual and auditory cues from the environment, less able to anticipate events in his immediate environment and limited scope to make choices. […] To reduce this loss, it is important to develop routines in the life of the deafblind child.

• #93 Unit 5: Deaf-blindness

  https://specialeducationnotes.co.in/B7unit5.htm

  If the child is profoundly deaf and totally blind, his or her experience of the world extends only as far as the fingertips can reach. […] Their concept of the world depends upon what they have had the opportunity to physically come in contact with. […] Deafblind children acquire fragmented and distorted information from their contact with people and environment. […] It is evident that the child faces a major obstacle in learning because of the lack of opportunity to access visual and auditory cues from the environment, less able to anticipate events in his immediate environment and limited scope to make choices. […] To reduce this loss, it is important to develop routines in the life of the deafblind child.

• #94 Unit 5: Deaf-blindness

  https://specialeducationnotes.co.in/B7unit5.htm

  If the child is profoundly deaf and totally blind, his or her experience of the world extends only as far as the fingertips can reach. […] Their concept of the world depends upon what they have had the opportunity to physically come in contact with. […] Deafblind children acquire fragmented and distorted information from their contact with people and environment. […] It is evident that the child faces a major obstacle in learning because of the lack of opportunity to access visual and auditory cues from the environment, less able to anticipate events in his immediate environment and limited scope to make choices. […] To reduce this loss, it is important to develop routines in the life of the deafblind child.

• #95 Clinical genetics, practice, and research of deafblindness: From uncollected experiences to the national registry in Japan – PubMed

  https://pubmed.ncbi.nlm.nih.gov/32859446/

  Deafblindness is a condition of combined vision and hearing loss that is extremely rare in children and young adults, as well as being a highly heterogeneous condition, with over 70 specific etiologies. […] Genetics plays a major role in the pathogenesis of deafblindness in children and young adults, with more than 50 hereditary syndromes and disorders associated with the condition, including CHARGE, Usher, Down, Stickler, and Dandy-Walker syndromes, which are the most common. […] No curative therapy is currently available for the majority of patients with hereditary deafblindness; however, experimental studies using animal models have shown promising results by targeting specific genes that cause vision or hearing loss.

• #96 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #97 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #98 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #99 Deafblindness – Sense

  https://www.sense.org.uk/information-and-advice/conditions/deafblindness/

  Acquired deafblindness can be caused by: Age-related hearing loss. Usher syndrome a genetic condition that affects hearing, vision and balance. Age-related eye problems, such as age-related macular degeneration, cataracts and glaucoma. Diabetic retinopathy the cells at the back of the eye are damaged by high blood sugar levels. Brain damage from, for example, meningitis, encephalitis, a stroke or severe head injury. […] Some conditions that affect hearing and vision can be treated using medication or surgery: Cataracts can often be treated by surgically implanting an artificial lens in the eye. Glaucoma can often be treated using eye drops or laser surgery. Diabetic retinopathy can be treated in the early stages using laser surgery. […] Its not always possible to treat the underlying causes of deafblindness, but care and support services are available.

• #100

  https://my.vanderbilt.edu/speds2430/2020-topics/deaf-blindness/

  One of the most common interventions for individuals with deaf-blindness is the use of a cochlear implant, which is a small electrical device that stimulates the cochlear nerve to improve or restore ones ability to hear and interpret speech. Since the cochlear implant gives individuals with deaf-blindness the opportunity to take in auditory input that would not have been possible without the device, implantation of the cochlear implant earlier in life proves to be especially important in maximizing individuals abilities to develop communication skills appropriately. […] Generally speaking, literacy skills are highly dependent on an array of skills that are typically attained during the early stages of language development. For individuals with deaf-blindness, however, a lack of visual and auditory input hinders the language development process, subsequently causing literacy development to be drastically impaired in most cases.

• #101 Frontiers | Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review

  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.938842/full

  Compared to unisensory information, a combination of different sensory modalities usually results in enhanced performance. […] However, so far, it remains inconclusive how the brain organizes itself as a function of a bisensory deprivation such as deafblindness. […] The sensory experiences of deafblind participants differ due to their etiology. […] One might assume that the acquisition and usage of a tactile language will increase non-linguistic processing. However, to date, the specific consequences of tactile language use on other tactile perceptual processing remain unknown. […] Most studies have investigated deafblindness on the single-case level. […] For example, Kawasaki et al. (1997) investigated speech processing in a 74-year-old deafblind woman, who had just received a cochlear implant (CI) in her left ear.

• #102 Deafblindness: Causes, Symptoms, Diagnosis, And How To Manage The Disease

  https://www.netmeds.com/health-library/post/deafblindness-causes-symptoms-diagnosis-and-how-to-manage-the-disease?srsltid=AfmBOoo0exu4ROG7Kk9pB_BD1bJL9OG6hYzn1Yw-674WItiux1OXgWNq

  In addition, progressive hearing and vision loss is being tried and tested for prevention with drugs or growth hormones besides the possibility of stem-cell treatment. Research in the regeneration of nerve cells within the retina is rigorously being done across the globe. In the near future, identification of the precise mutation of genetic disorders might lead to medical and genetic treatment.

• #103 Deafblindness: Causes, Symptoms, Diagnosis, And How To Manage The Disease

  https://www.netmeds.com/health-library/post/deafblindness-causes-symptoms-diagnosis-and-how-to-manage-the-disease?srsltid=AfmBOoo0exu4ROG7Kk9pB_BD1bJL9OG6hYzn1Yw-674WItiux1OXgWNq

  In addition, progressive hearing and vision loss is being tried and tested for prevention with drugs or growth hormones besides the possibility of stem-cell treatment. Research in the regeneration of nerve cells within the retina is rigorously being done across the globe. In the near future, identification of the precise mutation of genetic disorders might lead to medical and genetic treatment.

• #104 Deafblindness: Causes, Symptoms, Diagnosis, And How To Manage The Disease

  https://www.netmeds.com/health-library/post/deafblindness-causes-symptoms-diagnosis-and-how-to-manage-the-disease?srsltid=AfmBOoo0exu4ROG7Kk9pB_BD1bJL9OG6hYzn1Yw-674WItiux1OXgWNq

  In addition, progressive hearing and vision loss is being tried and tested for prevention with drugs or growth hormones besides the possibility of stem-cell treatment. Research in the regeneration of nerve cells within the retina is rigorously being done across the globe. In the near future, identification of the precise mutation of genetic disorders might lead to medical and genetic treatment.

• #105 Deafblindness: Causes, Symptoms, Diagnosis, And How To Manage The Disease

  https://www.netmeds.com/health-library/post/deafblindness-causes-symptoms-diagnosis-and-how-to-manage-the-disease?srsltid=AfmBOoo0exu4ROG7Kk9pB_BD1bJL9OG6hYzn1Yw-674WItiux1OXgWNq

  In addition, progressive hearing and vision loss is being tried and tested for prevention with drugs or growth hormones besides the possibility of stem-cell treatment. Research in the regeneration of nerve cells within the retina is rigorously being done across the globe. In the near future, identification of the precise mutation of genetic disorders might lead to medical and genetic treatment.

• #106 Deaf Blindness – Understanding and Supporting Learners with Disabilities

  https://dev.pressbooks.usnh.edu/understandingandsupportinglearnerswithdisabilities/chapter/deaf-blindness/

  Deafblindness may be congenital or adventitious. Many individuals who are congenitally deafblind will struggle to become linguistic, but most individuals who are adventitiously deafblind will be linguistic. Individuals who are adventitiously deafblind will require extensive supports while learning new communication and literacy forms (e.g., sign language, Braille). […] There is a moderate level of evidence that early intervention services, including those offered in the home, reduce the developmental disadvantages posed by deafblindness. […] There is moderate evidence of the effectiveness of tactile approaches and strategies to improve communication in learners who are deafblind. Touch cues are a tactile form of communication. For example, while preparing to put on a child’s pair of glasses, the teacher may provide an opportunity for the child to touch the glasses (while explaining what is about to happen) and then provide a touch cue to the child’s temple prior to placing the glasses. Many children who are deafblind will require sign language presented in a tactual form. They will all need instructional materials and approaches that are tactual. […] The outcomes of cochlear implantation are highly variable, and parents of children who are deafblind value non-speech outcomes. Other areas of AT have not been as well researched with this population, resulting in an emerging level of evidence.

• #107 Preventive audiology in the context of deafblindness – Preventive Audiology – NCBI Bookshelf

  https://www.ncbi.nlm.nih.gov/books/NBK601308/

  The authors of the current chapter argue that although quantitatively, the impact of primary prevention on reducing disability is not known, it cannot be disputed that efforts put towards controlling potential disabilities (e.g. immunisation drives) have positively and significantly achieved the desired outcomes. […] As audiologists are potentially the professionals who first identify the presence of a hearing loss and, ultimately, deafblindness, they must be aware of the causes and the risk factors associated with deafblindness. […] The importance of early detection and intervention cannot be overemphasised. […] The third goal of early detection is to mitigate the multiplicative effects of deafblindness. […] Tertiary prevention is defined as the intervention for people who have already developed a disorder or disability, aimed at abating the ramifications of the disorder or disability on the individuals life and that of their family (Khasnabis et al. 2010). […] Reasonable accommodation is defined as (UN Committee on the Rights of Persons with Disabilities 2016): […] The effects of deafblindness on developing children are multiplicative.

• #108 Deaf-blindness – Children, Causes, Treatment | Britannica

  https://www.britannica.com/science/deaf-blindness/Deaf-blindness-in-children

  Infants acquire object permanence, the knowledge that objects continue to exist even when they are hidden. […] Therefore, they spend much of their time in resting positions, often resorting to self-stimulating behaviours. […] It is therefore beneficial for the development of deaf-blind infants that they are diagnosed early and that age-appropriate stimulation is started young. […] Deaf-blind childrens language development is also at risk for significant delays. […] Environmental factors play an essential role in determining later outcomes in children. This is the case particularly for deaf-blind children.

• #109 Preventive audiology in the context of deafblindness – Preventive Audiology – NCBI Bookshelf

  https://www.ncbi.nlm.nih.gov/books/NBK601308/

  The authors of the current chapter argue that although quantitatively, the impact of primary prevention on reducing disability is not known, it cannot be disputed that efforts put towards controlling potential disabilities (e.g. immunisation drives) have positively and significantly achieved the desired outcomes. […] As audiologists are potentially the professionals who first identify the presence of a hearing loss and, ultimately, deafblindness, they must be aware of the causes and the risk factors associated with deafblindness. […] The importance of early detection and intervention cannot be overemphasised. […] The third goal of early detection is to mitigate the multiplicative effects of deafblindness. […] Tertiary prevention is defined as the intervention for people who have already developed a disorder or disability, aimed at abating the ramifications of the disorder or disability on the individuals life and that of their family (Khasnabis et al. 2010). […] Reasonable accommodation is defined as (UN Committee on the Rights of Persons with Disabilities 2016): […] The effects of deafblindness on developing children are multiplicative.

• #110

  https://my.vanderbilt.edu/speds2430/2020-topics/deaf-blindness/

  One of the most common interventions for individuals with deaf-blindness is the use of a cochlear implant, which is a small electrical device that stimulates the cochlear nerve to improve or restore ones ability to hear and interpret speech. Since the cochlear implant gives individuals with deaf-blindness the opportunity to take in auditory input that would not have been possible without the device, implantation of the cochlear implant earlier in life proves to be especially important in maximizing individuals abilities to develop communication skills appropriately. […] Generally speaking, literacy skills are highly dependent on an array of skills that are typically attained during the early stages of language development. For individuals with deaf-blindness, however, a lack of visual and auditory input hinders the language development process, subsequently causing literacy development to be drastically impaired in most cases.

• #111 Preventive audiology in the context of deafblindness – Preventive Audiology – NCBI Bookshelf

  https://www.ncbi.nlm.nih.gov/books/NBK601308/

  The authors of the current chapter argue that although quantitatively, the impact of primary prevention on reducing disability is not known, it cannot be disputed that efforts put towards controlling potential disabilities (e.g. immunisation drives) have positively and significantly achieved the desired outcomes. […] As audiologists are potentially the professionals who first identify the presence of a hearing loss and, ultimately, deafblindness, they must be aware of the causes and the risk factors associated with deafblindness. […] The importance of early detection and intervention cannot be overemphasised. […] The third goal of early detection is to mitigate the multiplicative effects of deafblindness. […] Tertiary prevention is defined as the intervention for people who have already developed a disorder or disability, aimed at abating the ramifications of the disorder or disability on the individuals life and that of their family (Khasnabis et al. 2010). […] Reasonable accommodation is defined as (UN Committee on the Rights of Persons with Disabilities 2016): […] The effects of deafblindness on developing children are multiplicative.

• #112 EXPERIENCES OF TEACHERS IN TEACHING LEARNERS WITH DEAFBLINDNESS AT BAULENI SPECIAL SCHOOL IN LUSAKA, ZAMBIA | Kalimaposo | European Journal of Special Education Research

  https://oapub.org/edu/index.php/ejse/article/view/5706

  The study explored the experiences of teachers in teaching and managing learners with deafblindness (DB) at Bauleni Special Needs School in Lusaka, Zambia. […] The study revealed the use of intervenors, use of toys or objects, touch cues in tactile sign language, family involvement and through orientation and mobility as ways in which deafblind education is being offered. […] To sum up, in teaching learners with DB, there is a need for specialized training, adaptive strategies, and institutional support to effectively meet the unique educational and communication needs of these learners. […] Based on these findings, the study recommends capacity-building programmes on DB for teachers to have a more comprehensive understanding of DB to enhance communication and interpersonal interaction between teachers and learners with DB.

• #113 EXPERIENCES OF TEACHERS IN TEACHING LEARNERS WITH DEAFBLINDNESS AT BAULENI SPECIAL SCHOOL IN LUSAKA, ZAMBIA | Kalimaposo | European Journal of Special Education Research

  https://oapub.org/edu/index.php/ejse/article/view/5706

  The study explored the experiences of teachers in teaching and managing learners with deafblindness (DB) at Bauleni Special Needs School in Lusaka, Zambia. […] The study revealed the use of intervenors, use of toys or objects, touch cues in tactile sign language, family involvement and through orientation and mobility as ways in which deafblind education is being offered. […] To sum up, in teaching learners with DB, there is a need for specialized training, adaptive strategies, and institutional support to effectively meet the unique educational and communication needs of these learners. […] Based on these findings, the study recommends capacity-building programmes on DB for teachers to have a more comprehensive understanding of DB to enhance communication and interpersonal interaction between teachers and learners with DB.

• #114 EXPERIENCES OF TEACHERS IN TEACHING LEARNERS WITH DEAFBLINDNESS AT BAULENI SPECIAL SCHOOL IN LUSAKA, ZAMBIA | Kalimaposo | European Journal of Special Education Research

  https://oapub.org/edu/index.php/ejse/article/view/5706

  The study explored the experiences of teachers in teaching and managing learners with deafblindness (DB) at Bauleni Special Needs School in Lusaka, Zambia. […] The study revealed the use of intervenors, use of toys or objects, touch cues in tactile sign language, family involvement and through orientation and mobility as ways in which deafblind education is being offered. […] To sum up, in teaching learners with DB, there is a need for specialized training, adaptive strategies, and institutional support to effectively meet the unique educational and communication needs of these learners. […] Based on these findings, the study recommends capacity-building programmes on DB for teachers to have a more comprehensive understanding of DB to enhance communication and interpersonal interaction between teachers and learners with DB.

• #115 EXPERIENCES OF TEACHERS IN TEACHING LEARNERS WITH DEAFBLINDNESS AT BAULENI SPECIAL SCHOOL IN LUSAKA, ZAMBIA | Kalimaposo | European Journal of Special Education Research

  https://oapub.org/edu/index.php/ejse/article/view/5706

  The study explored the experiences of teachers in teaching and managing learners with deafblindness (DB) at Bauleni Special Needs School in Lusaka, Zambia. […] The study revealed the use of intervenors, use of toys or objects, touch cues in tactile sign language, family involvement and through orientation and mobility as ways in which deafblind education is being offered. […] To sum up, in teaching learners with DB, there is a need for specialized training, adaptive strategies, and institutional support to effectively meet the unique educational and communication needs of these learners. […] Based on these findings, the study recommends capacity-building programmes on DB for teachers to have a more comprehensive understanding of DB to enhance communication and interpersonal interaction between teachers and learners with DB.

• #116 EXPERIENCES OF TEACHERS IN TEACHING LEARNERS WITH DEAFBLINDNESS AT BAULENI SPECIAL SCHOOL IN LUSAKA, ZAMBIA | Kalimaposo | European Journal of Special Education Research

  https://oapub.org/edu/index.php/ejse/article/view/5706

  The study explored the experiences of teachers in teaching and managing learners with deafblindness (DB) at Bauleni Special Needs School in Lusaka, Zambia. […] The study revealed the use of intervenors, use of toys or objects, touch cues in tactile sign language, family involvement and through orientation and mobility as ways in which deafblind education is being offered. […] To sum up, in teaching learners with DB, there is a need for specialized training, adaptive strategies, and institutional support to effectively meet the unique educational and communication needs of these learners. […] Based on these findings, the study recommends capacity-building programmes on DB for teachers to have a more comprehensive understanding of DB to enhance communication and interpersonal interaction between teachers and learners with DB.

• #117 EXPERIENCES OF TEACHERS IN TEACHING LEARNERS WITH DEAFBLINDNESS AT BAULENI SPECIAL SCHOOL IN LUSAKA, ZAMBIA | Kalimaposo | European Journal of Special Education Research

  https://oapub.org/edu/index.php/ejse/article/view/5706

  The study explored the experiences of teachers in teaching and managing learners with deafblindness (DB) at Bauleni Special Needs School in Lusaka, Zambia. […] The study revealed the use of intervenors, use of toys or objects, touch cues in tactile sign language, family involvement and through orientation and mobility as ways in which deafblind education is being offered. […] To sum up, in teaching learners with DB, there is a need for specialized training, adaptive strategies, and institutional support to effectively meet the unique educational and communication needs of these learners. […] Based on these findings, the study recommends capacity-building programmes on DB for teachers to have a more comprehensive understanding of DB to enhance communication and interpersonal interaction between teachers and learners with DB.

• #118 Communication and Culture: How They Relate to Service Development and Advocacy for People Who Are Deaf-Blind.

  http://deafblind.com/cculture.html

  The deaf-blind community, he said, can provide „a model for living, a range of strategies, culture, validation, peer and social relationships, recreation, and roles to fill.” […] Dr. Lane believes that educational programs in specialized settings that surround the deaf-blind child with other deaf-blind children and with deaf-blind adults, rather than with hearing-sighted children, are more likely to promote the deaf-blind child’s development. […] The opportunity to learn according to their own capabilities, apart from the mainstream, will make it possible for them to rejoin the mainstream later on. […] The message of Dr. Lane’s speech was that we should respect and embrace the sensory differences of deaf-blind children. An understanding of how the brain finds new pathways when particular senses are unavailable can help people who are involved in the lives of deaf-blind children recognize and respond to their unique needs.

• #119 Communication and Culture: How They Relate to Service Development and Advocacy for People Who Are Deaf-Blind.

  http://deafblind.com/cculture.html

  The deaf-blind community, he said, can provide „a model for living, a range of strategies, culture, validation, peer and social relationships, recreation, and roles to fill.” […] Dr. Lane believes that educational programs in specialized settings that surround the deaf-blind child with other deaf-blind children and with deaf-blind adults, rather than with hearing-sighted children, are more likely to promote the deaf-blind child’s development. […] The opportunity to learn according to their own capabilities, apart from the mainstream, will make it possible for them to rejoin the mainstream later on. […] The message of Dr. Lane’s speech was that we should respect and embrace the sensory differences of deaf-blind children. An understanding of how the brain finds new pathways when particular senses are unavailable can help people who are involved in the lives of deaf-blind children recognize and respond to their unique needs.

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