Symbolic Communication in Deaf-Blind Children Explained

Introduction: Communication Diversity in Deaf-Blind Children

Children who are deaf-blind have diverse communication abilities and educational needs. Many have some residual vision and hearing or can use speech. Others are nonverbal or inconsistent in their ability to verbalize (Bennett et al., 1995). Still others do not use their sight or hearing to communicate, relying instead on signs and gestures (Miles, 1995). Some children combine the use of signs, speech, and gestures in a total communication approach. Many children who were born with deaf-blindness appear to have no awareness of linguistic symbols and may communicate only through body movements (Goode, 1994); they are described as having a "nonsymbolic" or "presymbolic" level of communication (Siegel-Causey & Wetherby, 1993).

Congenital and Acquired Deaf-Blindness

People who are deaf-blind can be classified into at least two groups: those who are congenitally deaf-blind, having experienced onset before the age of 2 (Munroe, 2001), and those with acquired deaf-blindness, with onset later in life. In a study conducted by Dalby et al. (2009), results showed that there are significant differences between persons with congenital and acquired deaf-blindness. Differences in living arrangements, marital status, communication modes — for example, the congenital group had greater difficulty with expressive communication — and employment status between the groups are consistent with previous research (Munroe, 2001).

Persons with congenital deaf-blindness appear to face multiple challenges, including difficulties with the functions of communication, social interaction, orientation and mobility, and activities of daily living. Those with acquired deaf-blindness also have a unique set of issues, such as adjusting to their dual sensory impairment and feelings of loneliness.

The Importance of Functional Communication

Alvares and Sternberg (1994) defined functional communication as: (1) interactive, (2) mediating subsequent events, (3) used effectively in everyday settings with adults and children, (4) achieving material and social outcomes, and (5) progressing to higher levels of efficient and effective communication. A greater ability to communicate has been shown to be the key factor in improving a wide array of skills in young people with deaf-blindness — from making choices, participating in school, forming friendships, engaging in transition planning, and gaining family acceptance, to understanding cultural identity, participating in postsecondary education, and living independently (Bixler, Calvecchio, & Cohan, 1997).

Symbolic Communication and Its Development

Van Dijk (1967) described the acquisition of symbolic understanding as the "essential problem" of the pre-linguistic stage. Most children who are congenitally deaf-blind are severely delayed in communication development, and many will not make the transition from intentional presymbolic communication to symbolic language (Mar & Sall, 1994). The achievement of symbolism is significant because it is necessary for linguistic expression and because it supports higher cognitive development.

The achievement of symbolic expression is integrally tied to the child's understanding of abstract representations (Park, 1997). Learners who communicate at the symbolic level can communicate about a referent that is not present in the current physical or temporal environment. Joint attention — attention that is shared between two people — is extended to become joint attention on objects. The child must learn to sustain joint attention on objects and to differentiate between objects before the representation of an object will have meaning. Symbolic representation can only be achieved when the child understands both the object itself and that it can be used to represent something else; this is what DeLoache, Miller, and Rosengren (1997, p. 308) call the "dual representation hypothesis."