Technology-Based Communication Interventions for Students Who Are Deafblind
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| Title: | Technology-Based Communication Interventions for Students Who Are Deafblind |
|---|---|
| Language: | English |
| Authors: | Christopher Brum (ORCID |
| Source: | TEACHING Exceptional Children. 2025 58(2):128-136. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Interpersonal Communication, Deaf Blind, Technology Uses in Education, Students with Disabilities, Assistive Technology, Teamwork, Communication Skills, Student Needs, Augmentative and Alternative Communication, Environmental Influences |
| DOI: | 10.1177/00400599251328376 |
| ISSN: | 0040-0599 2163-5684 |
| Abstract: | Communication is a critical area of development for students who are deafblind, as a combination of the dual sensory loss results in limited access to auditory and visual information, which may be distorted, significantly reduced, or completely absent. Technology can be highly effective in supporting students with disabilities to access instruction that may have otherwise been unattainable. More specifically, assistive technology (AT) improves students' functioning through the use of devices and services. However, because of a lack of preparation, general and special education teachers often struggle with understanding how to identify and implement appropriate AT supports for their students. This article looks to guide teachers through the process of utilizing a structured framework to identify technology-based communication supports for students who are deafblind. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1493731 |
| Database: | ERIC |
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| Abstract: | Communication is a critical area of development for students who are deafblind, as a combination of the dual sensory loss results in limited access to auditory and visual information, which may be distorted, significantly reduced, or completely absent. Technology can be highly effective in supporting students with disabilities to access instruction that may have otherwise been unattainable. More specifically, assistive technology (AT) improves students' functioning through the use of devices and services. However, because of a lack of preparation, general and special education teachers often struggle with understanding how to identify and implement appropriate AT supports for their students. This article looks to guide teachers through the process of utilizing a structured framework to identify technology-based communication supports for students who are deafblind. |
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| ISSN: | 0040-0599 2163-5684 |
| DOI: | 10.1177/00400599251328376 |
