Abstract:

The combined loss of both vision and hearing imposes limitations on communication and the perception of primary concepts (e.g. time, space), which are important for the concept formation of the natural and social environment. The purpose of the study presented here, was to develop an interventional educational plan for a deaf-blind student with screened difficulties in the perception of time. The concept of time is difficult to be perceived, because it is abstract and complicated in learning. Its significance is emphasized by the need to promote the child’s perception, prediction and preparation for the oncoming events. Tactile cards of time sequence, were used, which helped the student to understand and perceive the temporal sequence. The student was able to recall lived experiences, persons, places and objects and gradually generalised the sequence and the classification of its experiences. The deaf-blind student was introduced to concepts basing them on his/her emotional experiences and sensory exploration. The program with deaf-blind students started with the senses, moved to perception and ended up in cognition. The study presented here used a qualitative research methodology. The aim of the inquiry was descriptive and it was followed the case study methodology. This is part of a more extensive research in developing the screening inventory for the deaf-blind students’ cognitive and communicative profile. The application of the interventional program aimed to help the deaf-blind student in promoting early concept development grounded on concrete experiences.

Keywords:

deaf-blind student, concept of time, case study.