The Assessment of Communication Ability on Deafblind Students

Tati Nurul Hayati, Rahman Rahman, Juang Sunanto and Lalan Erlani

Universitas Pendidikan Indonesia, Bandung, Indonesia

tati_nurul@student.upi.edu

Keywords: Assessment, deafblind communication, sensory ability.

Abstract: The purpose of this study was to determine the deafblind student communication profile based on the

assessment of research. The research method is descriptive qualitative with the data collection and how the

communication learning that have been adjusted using several standard and non standard research instruments

by the teacher. The research is conducted on three deafblind students aged 8-12 years. In communicating,

some students made symbols of their own communications to the interlocutor. While the teacher learning is

still modest and hasn’t paid attention on considering the students' sensory conditions, so the results are less

than the maximum. The results of the study show that the three students have medium low vision, nonverbal

speech ability, and severe hearing ability. Participant 1 Hnf: low vision, hearing impairment, nonverbal and

heart abnormalities, is less able to use his expressive language skills and less socializing. Participants 2 Dk:

low vision, hearing impairment, nonverbal, is very active and communicate with his own sign language.

Participant 3 Fz: low vision, hearing impairment, nonverbal, and is very active. His right eye and ear were not

working well. The impact of the research needs the development of individual education program in sign

language and enlarged picture media.

1 INTRODUCTION

Assessment of communication for students with sight

and sound barriers (deafblind) a measure of the

development of the necessary communications in

accordance with the conditions of the students in

detail. Communication is a prerequisite of life human

interaction. Communication occurs when an

individual sends a message to the other and that

message received and understood (Downing &

Falvey 2015). Communicative function is the way a

communication partner perceives or interprets the

meaning of a sender's message (Bruce, Godbold &

Naponelli-Gold, 2004) In children with special needs,

especially students who experience barriers sensory

way of communicating is important to remember

some of the obstacles that happened, a good student

with impaired sensory both singles and doubles,

because communication is one of the main needs of

deafblind in addition to access to mobile and social

interaction (Alsop, Blaha& Kloos, 2000). Children

deafblind experience delays in the early stages of

communication, namely interest and joint attention in

communicating. (Nunez, 2013).

In people with barriers deafblind, 90% of their

population, experienced an additional barrier to other

fine motor and cognition make a significant impact

on language and cognition, while 20% of the

population occurs as a congenital factor (Hunter &

Killoran, 2004; Hartmann, 2012; Parker & Ivy 2014).

Although deafblind implies an inability to vision and

hearing, but most of them still have hearing or vision

that is still functioning. (NCDB, 2007). Hearing loss

in conjunction with visual impairments, the

combination led to communications and other severe

developmental and educational needs that cannot be

accommodated in special education programs just for

children with deafness or children with blindness

alone (NCDB, 2007: 1). The catalyst in reducing the

barriers is a particularly good communications

between students and teachers, student with his

colleagues and students with their parents. Interaction

with people older or more mature speakers plays a

very important role in helping to communicate.

(Spencer-Oatey & Xiong, 2006). Several studies

conducted Chen, 1999; Chen, 2014; Chen &

Downing, 2006; Chen, Downing & Rodriguez-Gil,

2001; and Chen, Klein & Haney, 2007. These studies

conclude on interventions and communication for

deafblind children in accordance with the child's

profile or characteristics is a series of research results

into a baseline assessment of early intervention on the

Hayati, T., Rahman, R., Sunanto, J. and Erlani, L.

The Assessment of Communication Ability on Deafblind Students.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 535-540

ISBN: 978-989-758-314-8

535

deafblind. Bruce (2007) stated that most children who

are deafblind from birth a very delayed in the

development of communication and many do not

reach the symbolic understanding and expression.

This article discusses the development of a predictive

marker or facilitative development of symbolism.

These markers include growth towards a more

abstract representation of the level of intentional

communication. Deafblind students have different

capacities to the level of vision and hearing, diverse

social experiences, learning styles, and / or the impact

of additional disability. Currently, there is no formal

assessment of standards for students with deaf

blindness. While some parts of the standard

assessment can be used when assessing deafblind

students. Assessors should be careful when

interpreting the results of their assessment. (NCDB,

2007) Thus the assessment of the deafblind student to

be very diverse and not rigid because of the diversity

of the sensory level, communication skills and the

influence of culture or customs in the local

environment.

Studies on the communication development for

deafblind students show the importance of the proper

identifications in determining the programs and

strategies which fit the needs of deafblind students, in

case of the complexity of sensory capabilities (eg, the

level of sharpness of vision and hearing) and the

student learning experiences.

Deaf-blind people have many different ways of

communication. The methods they use vary,

depending on the causes of their combined vision and

hearing loss, their backgrounds, and their education.

(AADB, 2009) some communication needs can be

done through:

1. Voice amplication system

2. Labial reading

3. Tactile Speechreading (tadoma method,

tactiling)

4. Sign language:

- Adapted (e.g. sign language in a narrow

residual field of vision;in front of the

face; tactile sign language, etc)

- nonadapted

5. Fingerspelling

6. Print-on palm

7. Writing (e.g. Fingerspelling and Writing in the

hand, Braille)

8. Pointing

9. Technological aids (Duquette, 2012:6)

This study is to get an initial picture profiles

sensory abilities and communication skills as well as

communication in learning. Therefore, the results of

the assessment will generate profiles deafblind

students and some students will require alternative

communication system, then every teacher needs to

understand the realistic conditions of their students to

sensory aspects and communication that can be

arranged individual program that fits the needs of

each individual.

2 METHODS

Research was conducted during the four months from

August to November 2016 to take place in the Special

School “Bina CitraAnak” Serang Regency, Province

Banten. The research is conducted twice a week. The

three Studentss Hnf, Dk and Fz are students deafblind

of five (5) persons deafblind students in the school,

and their teacher.

The research uses a descriptive qualitative

research design. The subjects of the research are 3

deafblind students. Instrument of the Data collection:

Interview instrument towards parents, teachers and

principal. Observation Sheet of the Data is obtained

to review the ability of Communication and Learning.

Screening ability of vision, hearing and speech. The

data collected is interpreted to be the profile of each

students.

Table 1: Name of the object of study.

No.

Name

Age

Class

Teacher

Hnf

Design research using qualitative descriptive that

is used to obtain information about the status or

condition variable phenomenon situation.

2.1 Step 1: Planning

To collaborate with parents, principals and teachers

as a data source. Collecting instrument interview, test

/ screening (modification of standard tests taken from:

and to make nonstandard tests), observation and

health documents and draw up a schedule

The test and the instruments used in the study for

sensory screening, in addition to collecting the

existing data from the expert tests, we were

conducting a non-standard as a modification of

several standard tests in case of adjusting them with

the local culture and students' communication

experiences.

Tests taken as the reference are Deafblind

Assessment Guide of Oregon Health and Science.

ICES 2017 - 1st International Conference on Educational Sciences

536

Rowland (2009), Assessment of Deafblind Manual

Access to Language Systems (ADAMLS) (Blaha &

Carlson, 2007), to determine the level of

communication The Communication Matrix (Ruesch

& Bateson, 2006). Communication: The social matrix

of psychiatry. Transaction Publishers.). The matrix

provides a descriptive assessment that puts the child's

communication in different areas as a characteristic

of a certain level.

To get initial data of student ability, it is necessary

observation and interview. Therefore prepared

observation sheets and interview guides.

Observations conducted by researchers to observe

deafblind students directly in learning and

socialization in schools.

Interviews were conducted to parents to know the

progress of the students from birth, interviews of

teachers and principals conducted to obtain student

communication data in the school environment.

2.2 Step 2: Implementation

The targets of research activities in the third

assessment expected student is the student profile that

includes: (1) the objective conditions of sensory and

communication capabilities deafblind students; (2)

Objective conditions deafblind student learning. To

achieve these targets, the implementation of research

activities carried out in the following manner: (1) the

objective conditions of sensory abilities and

communication students deafblind by: test

nonstandard vision, hearing and speech, conduct

interviews with ENT doctors, see test results vision

capabilities of optometrists, as well as the observation

of everyday behavior of students during the school

day. Besides the interviews to teachers, principals and

parents. Interview with the ENT doctor was made

during a hearing screening for an hour to the

condition of three students. The ability of vision seen

from the test results of existing physician. To support

the data do vision tests in nonstandard way of

showing several objects at some distance, the students

were asked to indicate the same thing, at a distance of

few students do not recognize the object. Activities

conducted with the participation of teachers and

principals to record, record, and perform tests. Tests

carried out at different times. A hearing test is done

by playing a few things that sounded. Students turned

assessor and holds two kinds of objects in accordance

with the objects held assessor. Students are asked to

indicate the object that emitted the assessor.

Determination of ratings: on the distance and objects

where students can not show correctly. Interviews

conducted for one hour to each parent at different

times. Interviews were conducted to uncover the

medical history and development of students,

communication skills at home, habits and data that

can support the other. Interviews were conducted also

to the teachers and principals to find out how students

communicate during the school day, either with

teachers or peers or the school community. Besides,

recorded interviews and observations are also

recorded.

To obtain learning data, the researchers

record the teaching and learning activities of students

in each class, collect data from students' work,

recording other learning activities outside of class

time.

2.3 Step 3: Interpretating data

Discussion to describe the ability of young people

today and their implications is needed for individual

programs.

3 RESULTS AND DISCUSSION

3.1 Results

Data were collected through interviews and

assessment conducted observation both to students,

teacher and parents shows that:

3.1.1 Hnf Profile

Hanifa was 12 years old. Live at home with her

parents. She was born with cataract congenital and

has twice eye surgery at the age of 3 and 6 months.

Leaking heart and until the age of five years overdue

development. According to doctors all due to rubella

virus. Her sight: The test results right eye left + 12

Looked the eyes are white, still can sense light,

smiling and tilted his head when shown the light-

colored objects and try to follow their movements,

squinted toward the upper right to be able to focus

view,unable to imitate the movement at a distance of

6 meters, not being able to recognize people / objects

at a distance of 6 meters and always try closer to see

clearly can not see the writing on the blackboard.

Hearing: Responds to spoken commands with the

touch, Can be mimicked at a distance of 1 meter with

a touch. There came when called from the front,

unless the wave of a hand followed by a man known.

It cannot respond to sound at a distance of 1-2 meters

from the rear. Almost never sound just smiled and

moaning if anyone does not like. Expression

Communicative behavior: smiles, body movement,

The Assessment of Communication Ability on Deafblind Students

537

head movement, growls, movement (take the desired

own, do the work yourself interesting hands of the

mother). Receptive communication: Understanding

greetings, referrals, requests for attention. Tend to be

passive, in the class just copy the work of teachers.

Communication skills: At school more often with her

mother and only eat food that was delivered mother.

Any initiative in contact with other friends, If the

atmosphere is bustling student cry. Attractive mother

hand, if there is a desire that can not be done alone or

whining. Enjoys flashlight, hp and dolls a smile is a

sign of agreement or understanding. Implication and

discussion: Provide support / increase in the use of the

current movement in different contexts. Providing an

opportunity to make a choice. Watched and noted the

use of the symbols of objects. Support / improve

responsiveness to touch cues, gestures, signs, and

name, words spoken with touch gestures and actions

when possible Need to be involved with her friends

activities. Hnf need more taught socializing with

friends and people around him. Several previous

studies had no strategy / media communication

through both the original image and compic, also

assisted using visual cues. Modification of

communication lies in the theme of content tailored

to a child's learning experience and the immediate

environment. Selecting the communication strategy

to use depends on the ability of hearing, vision, and

language of the person; cognitive abilities; comfort;

and risk assessment. The more methods that people

can use skilled, easier communication with the public

(Miles & McLetchie, 2008).

3.1.2 Dk Profile

Dk was born in Serang, October 22th 2008. Known

to have congenital cataracts after birth, and perform

eye surgery at the age of 3 months. Developmental

delay before 5 years. According to doctors exposed to

rubella virus. Vision: Using glasses convex lens 16,

directions vision focus on the front center, always

closer in order to see more focus, some took off her

glasses when feeling uncomfortable, very happy to

see hp and a luminous object, sometimes often

approached the classroom window and stood looking

out. Can imitate finger movements facing position.

Frequent squinting his eyes in order to focus.

Hearing: Very active, sometimes angry and kicks.

Cooperative and willing to learn when already

understand but if there are things that are not

understood or disliked frequent head-banging. He

have his own gesture of the family, like drinking milk

with rubbing cheek. Speech: laughing, crying, has not

release a meaningful words. In the first week in

school often uncontrollable tantrums and sometimes

hurt himself or a friend. The new academic aspects of

stage thicken letters or numbers. For the case of Dk,

handling stages are analyzing the assessment results

(Based on the assessment results Dk still be able to

use his eyesight in a distance of 1.5 m (5 feet), hearing

impairment and nonverbal. Right now, DK

communicates limited with gestures only). Designing

Individual Program in line with the sensory

conditions. Determining the strategy to build his

communication skills. (Dk is suggested to use his

existed vision capabilities using an enlarged picture

media provided with written and sign language to

develop his expressive and receptive skills).

3.1.3 Fz Profile

After the birth of swelling of the right side of the head

so long for treatment and 5 months punctuated

oxygen. It affects the nervous eyes and ears that

suffered heavy damage and leaves a meeting right ear

cover ear hole. According to doctors exposed to

rubella virus. Neural vision right eye and ear had

collapsed and there is still little vision, left eye minus

7. See images at close range, Cannot focus in view,

always tilt head, can be mimicked with guidance Can

imitate finger movements less than one meter. Can

follow the driven object at a distance of

approximately 1 meter. Communication: Often

laughing themselves and irregular noises. Using a

simple gesture, responding to a contact from another

person, such as replying to the greeting / touch and

initiate contact to others in face to face. Not to

understand commands directly. Speech: laughing,

crying, has not release a meaningful words. Learning:

Very active and show interest in learning, loved the

pictures / photos in learning, learning materials

thicken and connect the dotted line.

3.2 Discussion

Based on the results of assessment, Fz's right side

vision and hearing abilities have not working

anymore, while the left side vision capabilities

working in (2/6 or 6/20 m feet, and the left hearing

capabilities still be heard up to a distance of 1.5 m (5

feet), the speech ability: nonverbal.

The individualized program should be designed in

accordance with the sensory conditions. Fz is able to

use the enlarged image and the sign language within

the left position.

Some studies related to persons with learning how

to give deafblind as written Chen (1999) about the

importance of early identification, early stage needs,

ICES 2017 - 1st International Conference on Educational Sciences

538

and prepare appropriate learning based on the child's

information. Bruce (2007) that most children who are

deafblind from birth a very delayed in the

development of communication and many do not

reach the symbolic understanding and expression.

Then the impact of congenital deafblind require

appropriate compensation strategies to support

children's development

4 CONCLUSION

Persons with deafblind is a unique situation because

it has two sensory barriers as well and can be

accompanied by other obstacles. Hence the range of

sensory abilities and unique communication it

requires individualized learning program. In the

aspect of communication mode of communication at

the level of research subjects unconventional

communication. Form of nonverbal communication,

production, irregular sounds, gestures / gesture itself.

children who are deaf blind / deaf-blind have no

access for "incidental learning" and the information

obtained through contacts with the child and the

environment is often fragmented and distorted

(Parker & Ivy 2014).

This study found three deafblind students who

studied the effects of rubella virus. The assessment

results indicate the condition of slow progress at the

age of five, constraints on vision, hearing and speech.

To communicate utilizing the existing vision, the use

of symbols and images. Communication skills often

use receptive language. Van Dijk (2006) empirical

data on the development, interaction, communication,

and language in children are very rare deafblind, \

"and suggested that the interaction analysis methods

used for this study can be replicated and used in future

research. In this study, teachers do not have a strategy

that can be given to developing students' expressive

communication. According to the results of research

on the relationship deafblind student communication

with educators noted the importance of improving the

competence of teachers through in-house training

(Janssen, Riksen-Walraven & Van Dijk, 2006).

The treatment stages for the deafblind students

involves: Stage 1: analyzing the sensoric abilities

(vision, hearing and spoken abilities). Stage 2:

designing individual service program in accordance

with the sensoric capabilities. Stage 3. Determining

the strategies and media to the development of

communication skills.

The results of this research is a description of the

results of the assessment to 3 deafblind students and

rubella virus caused an impact on barriers to vision,

hearing and speech. Participant 1 Hnf: low vision,

hearing impairment, nonverbal and heart

abnormalities, are less able to use expressive

language and less socializing. Participants 2 Dk: low

vision, hearing impairment, nonverbal, very active

and communicate using symbols which he made

herself. Participant 3 Fz: low vision, hearing

impairment, nonverbal, very active. Eye and his right

ear was not functioning. The impact of the results of

this research needs the development of individual

education program and media used in communication

is sign language and the enlarged image.

Communication skills often use receptive language.

The impact of the results of this research needs the

development of individual education program of

students' communication which is related the

student’s profile The purpose of individualization is

to "maximize the chances of every child to learn

optimal "(McCormick, Wong, & Yogi, 2003, p. 212).

The results of this study is a baseline and a

recommendation for further research. There are

several advanced research steps that can be done after

this research are:

1. Preparation of Communication Development

Program, in this program the researcher can

determine one of the appropriate

communication media for deafblind-lowvision

students, Such as a picture symbol or sign

language. Furthermore, in this program also

researchers can discuss aspects of

communication to be studied. Do vocabulary

mastery through image media or expressive and

receptive language abilities and so on.

2. The next step after the preparation of the

Program is the validation of the Program.

Validation is intended to get a correction or

opinion of others to better the program validity.

Validation may be performed by an expert who

is competent in deafblind or by experts and

practitioners.

3. Subsequent research that can be done after the

compiled program is to test the use of the

Program against deafblind students. From the

test results can be measured the effectiveness of

programs that have been made.

Thus, initial research on the assessment of

deafblind students will open up opportunities for

more specific and more beneficial research for

students and teachers.

The Assessment of Communication Ability on Deafblind Students

539

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