Tactile CommunicationTactile Communicationwith the Deaf-Blindwith the Deaf-Blind

From Guidelines Chapters 8 and 9From Guidelines Chapters 8 and 9

Tactile CommunicationTactile Communication

For people who are “totally” deaf and blind:For people who are “totally” deaf and blind:Meeting for the first time: give yourself Meeting for the first time: give yourself plenty of time to get used to each otherplenty of time to get used to each otherUse a gentle touch on the hand or back of Use a gentle touch on the hand or back of upper armupper armIdentify yourself every time: Don’t play the Identify yourself every time: Don’t play the “Who am I?” game“Who am I?” gameDo not feel stuck because there is a hand Do not feel stuck because there is a hand on yourson yours

““Do’s and Don’ts”Do’s and Don’ts”Accept more than half the responsibility for Accept more than half the responsibility for good communication:good communication: You have more information about the You have more information about the

immediate environment through sight and immediate environment through sight and hearing andhearing and

You have less drain of your energyYou have less drain of your energy

Don’t feel stuck because you are being super Don’t feel stuck because you are being super responsible (unless you are the SSP)responsible (unless you are the SSP)

Don’t hesitate to engage in short “Hello” type Don’t hesitate to engage in short “Hello” type conversations. conversations.

Adjusting to the ModalityAdjusting to the Modality

Sign with smaller, slightly slower motionsSign with smaller, slightly slower motionsSign with distinct motions; Be crisp with Sign with distinct motions; Be crisp with your signingyour signingFor your own comfort and that of DB For your own comfort and that of DB person, sign slightly lower than usualperson, sign slightly lower than usualDon’t hold the DB person’s fingersDon’t hold the DB person’s fingersFeeling the DB’s hands on top of yours Feeling the DB’s hands on top of yours may make you feel restricted and may may make you feel restricted and may tempt you to sign very smalltempt you to sign very small

Adjusting to the Modality 2Adjusting to the Modality 2

Don’t duck your head or shoulders for signs on Don’t duck your head or shoulders for signs on the head to meet your handsthe head to meet your hands FATHER, SICK, TASTE etc. FATHER, SICK, TASTE etc.

Don’t switch back and forth with your signing Don’t switch back and forth with your signing hands, use your dominant handhands, use your dominant hand

Fingerspell slower but keep a consistent rhythmFingerspell slower but keep a consistent rhythm

Make sure the DB person knows whether or not Make sure the DB person knows whether or not other people might hear or see your other people might hear or see your conversationconversation

Adjusting to the Modality 3Adjusting to the Modality 3

Practice signing and reading signs Practice signing and reading signs tactually with other peers in class.tactually with other peers in class.

Communicating tactually for a long period Communicating tactually for a long period of time is both physically and mentally of time is both physically and mentally fatiguing for the DB person.fatiguing for the DB person.

If the DB person’s hands are especially If the DB person’s hands are especially heavy, ask them to lighten upheavy, ask them to lighten up

Pacing is importantPacing is important

Facial ExpressionFacial Expression

The tension, speed and other characteristics of The tension, speed and other characteristics of your hands and their movement often reflect your hands and their movement often reflect your overall moodyour overall mood Use squeezes, pats and strokesUse squeezes, pats and strokes

Beyond the natural changes in tension and Beyond the natural changes in tension and speed that come with changes in mood, make speed that come with changes in mood, make an effort to be clear about how you are feeling:an effort to be clear about how you are feeling: Respond with “I’m thinking” (rubbing your chin) Respond with “I’m thinking” (rubbing your chin) If you are laughing, sign “HAHA” or THAT’S FUNNY!”If you are laughing, sign “HAHA” or THAT’S FUNNY!”

Setting the SceneSetting the Scene

Let the DB person know where you are, Let the DB person know where you are, who is present in the situation and what who is present in the situation and what they are doing. they are doing. Let the DB person know about changes in Let the DB person know about changes in the environmentthe environmentTell the DB person about other people’s Tell the DB person about other people’s responsesresponsesTell the DB person what is happening Tell the DB person what is happening during any pausesduring any pauses

Setting the Scene 2Setting the Scene 2

Think about a sense of place:Think about a sense of place: Share information about where you are if it is Share information about where you are if it is

interestinginteresting Use touch if explanation is not enoughUse touch if explanation is not enough

Notice and report details which give Notice and report details which give character of the environmentcharacter of the environment

Keep your friend up to dateKeep your friend up to date

Pass on the newsPass on the news

Overall ClarityOverall Clarity

Indicate your purpose and the function of Indicate your purpose and the function of your communication:your communication: i.e., QUESTION, INFORM-YOU, WARN-YOUi.e., QUESTION, INFORM-YOU, WARN-YOU

Give the DB person feedback:Give the DB person feedback: YES, WHAT?, WOW, REALLY, INCREDIBLE.YES, WHAT?, WOW, REALLY, INCREDIBLE.

(Use signed responses to replace your head (Use signed responses to replace your head nods, grins and shrugged shoulders)nods, grins and shrugged shoulders)Be sure you understand her, ask for Be sure you understand her, ask for repetition or clarificationrepetition or clarification

Overall Clarity 2Overall Clarity 2

Be sure you are clear, and that the DB Be sure you are clear, and that the DB person is receiving the correct messageperson is receiving the correct messageDo not rambleDo not rambleBefore you talk, think about where you Before you talk, think about where you want to “begin” want to “begin” Be succinct and to the point: Be succinct and to the point: Start with the topic then make your point, Start with the topic then make your point,

elaboration follows. Allow the DB to check in, elaboration follows. Allow the DB to check in, verifying and making connections.verifying and making connections.

Overall Clarity 3Overall Clarity 3

Watch out for misunderstandings, clarify if Watch out for misunderstandings, clarify if necessarynecessary

Notice for example, which of your signs Notice for example, which of your signs tends to be misunderstood or not clearly tends to be misunderstood or not clearly understoodunderstood

Offer feedback to the DB person, Use Offer feedback to the DB person, Use back channelingback channeling

Overall Clarity 4Overall Clarity 4If what you said is not clear, try to think If what you said is not clear, try to think whywhy it might not it might not have been clear:have been clear:Common Reasons something is not understood:Common Reasons something is not understood: The topic is not yet established ( what are we talking The topic is not yet established ( what are we talking

about?)about?) The background, context or connection is not clear (why The background, context or connection is not clear (why

are we talking about this, what’s the implication?)are we talking about this, what’s the implication?) An unfamiliar Sign or term has been used,An unfamiliar Sign or term has been used, Listener has conflicting information or idea that prevents Listener has conflicting information or idea that prevents

“accepting/believing” that is what you actually said, “accepting/believing” that is what you actually said, Listener misunderstands the implications or Listener misunderstands the implications or

connotations and these do not make sense, and connotations and these do not make sense, and The topic, comment or process is emotional and strong The topic, comment or process is emotional and strong

feelings interfere with focus. feelings interfere with focus.

The Role of ContextThe Role of Context

Context consists of various aspects of the Context consists of various aspects of the situationsituation Where you are and what you are there for,Where you are and what you are there for, Who is there and what they are doing, and Who is there and what they are doing, and What type of furniture, equipment and What type of furniture, equipment and

material is present. material is present. Think about the context of the people, this Think about the context of the people, this

group. Sometimes a little history is necessary group. Sometimes a little history is necessary to have the comment make sense. to have the comment make sense.

The Role of Context 2The Role of Context 2

Context includes the past:Context includes the past: People’s relationships with each other,People’s relationships with each other, Conversations that have gone before,Conversations that have gone before, Decisions that have been made, rules that Decisions that have been made, rules that

have been passed, have been passed, Customs and traditions, and Customs and traditions, and Problems needing to be solved. Problems needing to be solved.

The Role of Context 3The Role of Context 3Context includes possible implicationsContext includes possible implications Predicted responses, and Predicted responses, and Predicted consequencesPredicted consequences

Think about reasons as contextThink about reasons as context Ex: having pairs to partner as SSP: my reason is: Ex: having pairs to partner as SSP: my reason is:

safety factors and liability issues, to a DB person, as safety factors and liability issues, to a DB person, as another form of oppression by the Deaf to the Deaf-another form of oppression by the Deaf to the Deaf-Blind as it is difficult to schedule SSP services. Blind as it is difficult to schedule SSP services.

It helps us predict the potential for negotiation, It helps us predict the potential for negotiation, and the relative flexibility of the decision. and the relative flexibility of the decision.

The Role of Context 4The Role of Context 4

Specifically think about:Specifically think about: Previous decisions or existent policies,Previous decisions or existent policies, Customs and traditions, Customs and traditions, History, what others have done, and History, what others have done, and People’s relationships with each otherPeople’s relationships with each other

Think about what is happening non-Think about what is happening non-verbally as having meaning. verbally as having meaning. i.e., moving chairs around i.e., moving chairs around

The Role of Context 5The Role of Context 5Think about the stationary environment as Think about the stationary environment as meaningful context. meaningful context. Ex: steps, include what kind, how many, what the Ex: steps, include what kind, how many, what the

steps are attached to…steps are attached to…

Observe “contextual clues” consciously and Observe “contextual clues” consciously and pass them on. pass them on. Ex: meeting someone carrying balloons, share this Ex: meeting someone carrying balloons, share this

information.information.

Convey the social context: Convey the social context: who is there, how are they dressed, what is the sense who is there, how are they dressed, what is the sense

of the group’s age, generation, race, class, and/or of the group’s age, generation, race, class, and/or politics. Be specific, don’t say, “ She is really old.” politics. Be specific, don’t say, “ She is really old.” Say, “she looks about 70 years old “Say, “she looks about 70 years old “

The Role of Context 6The Role of Context 6Context is indirect.Context is indirect. What are the others doing? If they are ready to leave, What are the others doing? If they are ready to leave,

inform the DB person too etc.inform the DB person too etc.

Think carefully about how much background is Think carefully about how much background is appropriate. It also depends on the DB person.appropriate. It also depends on the DB person.

Non-verbal responses are a part of the social Non-verbal responses are a part of the social context. Inform about others’ expressions. i.e., a context. Inform about others’ expressions. i.e., a smile, a frown etc. smile, a frown etc.

If you are at a loss for something to say, let him If you are at a loss for something to say, let him know what you see. know what you see.

Tactile LanguageTactile LanguageNumber One rule: We must look at Deaf-Number One rule: We must look at Deaf-Blind people at who they are rather than Blind people at who they are rather than who they are not.who they are not.

Number Two rule: Deaf-blind people come Number Two rule: Deaf-blind people come from a variety of educational, life from a variety of educational, life experiences, and vision and hearing loss experiences, and vision and hearing loss therefore their communication preferences therefore their communication preferences vary. We must be open and vary. We must be open and accommodating of their communication accommodating of their communication preferences. preferences.

Tactile LanguageTactile Language

Communication Modes: we should be Communication Modes: we should be flexible which means each of us will:flexible which means each of us will: Accept the need for change and growth Accept the need for change and growth

(learning),(learning), Inform ourselves, Inform ourselves, Be patient with ourselves and with each other, Be patient with ourselves and with each other,

and and Make some progress towards more efficient Make some progress towards more efficient

and effective ways of communicating with the and effective ways of communicating with the other. other.

Making the Visual TactileMaking the Visual TactileNumbers are sometimes difficult to read tactually Numbers are sometimes difficult to read tactually so sometimes write the numbers on their palmsso sometimes write the numbers on their palms

Use the person’s palm to show relative spatial Use the person’s palm to show relative spatial relationshipsrelationships

Point the directions as well Point the directions as well

Give some concrete indication of the distance Give some concrete indication of the distance and landmarks and landmarks i.e., ½ block on right etc. i.e., ½ block on right etc.

Use palm and arm for several points or Use palm and arm for several points or landmarks. landmarks.

Special Tactile Signs and SignalsSpecial Tactile Signs and Signals

Gentle pat to knee if sitting down, to Gentle pat to knee if sitting down, to shoulder if you’re standing up..shoulder if you’re standing up..Short cuts to yes and no answers: two or Short cuts to yes and no answers: two or more taps for YES, one tap for NO or DB more taps for YES, one tap for NO or DB person will put hand out to confirm, usually person will put hand out to confirm, usually NO requires more clarification than YES.NO requires more clarification than YES.Draw a large “X” for emergencies Draw a large “X” for emergencies Draw a large “T” to leave the situation for a Draw a large “T” to leave the situation for a short time. short time.

Special Tactile Signs and Signals 2Special Tactile Signs and Signals 2

When interrupting (politely) rule of thumb When interrupting (politely) rule of thumb is more urgent your interruption, the closer is more urgent your interruption, the closer to the DB person’s hand you touch. to the DB person’s hand you touch.

Use judgment and discretion in Use judgment and discretion in interrupting a Deaf-Blind person interrupting a Deaf-Blind person Communication always require full attention, Communication always require full attention,

physical and mentalphysical and mental If person is busy, what do you do? If person is busy, what do you do?

Very Slow CommunicationVery Slow Communication

Think carefully before you start and Think carefully before you start and organize what you are going to say in a organize what you are going to say in a clear, logical orderclear, logical orderMake your message short and to the pointMake your message short and to the pointBe careful what shortcuts you takeBe careful what shortcuts you takeThink of what background information is Think of what background information is necessary to understand the present pointnecessary to understand the present pointThink of other ways the Deaf-Blind person Think of other ways the Deaf-Blind person can also get the same informationcan also get the same information

Very Slow Communication 2Very Slow Communication 2

Use “check-ins” Use “check-ins” Don’t let yourself become a target for Don’t let yourself become a target for anger. anger. Try to pick a time to communicate when Try to pick a time to communicate when you are not rushed, tired or otherwise you are not rushed, tired or otherwise stressed outstressed outRecruit a partner with whom you can do Recruit a partner with whom you can do things. things. Watch to see what your level of tolerance Watch to see what your level of tolerance is.is.

Very Slow Communication 3Very Slow Communication 3

Try to balance the Deaf-Blind person’s need for Try to balance the Deaf-Blind person’s need for immediate communication with her need to learn immediate communication with her need to learn a better (more efficient) form of communication a better (more efficient) form of communication in the long termin the long termIf the DB person is open to the idea, help him If the DB person is open to the idea, help him find and use resources for learning signfind and use resources for learning signIt is not important that your signing be “the right It is not important that your signing be “the right way” way” Encourage the DB person to meet new people Encourage the DB person to meet new people and use this new means of communicating. and use this new means of communicating.

Limited LanguageLimited Language

Cognitively impaired Deaf BlindCognitively impaired Deaf Blind

Limited exposure to languageLimited exposure to language

Limited experiencesLimited experiences

Need for exposure and educationNeed for exposure and education

Modifying Tactile LanguageModifying Tactile LanguageASL Parameters:ASL Parameters: HandshapeHandshape OrientationOrientation Location and Location and MovementMovement

If in doubt with a sign, repeat or fingerspell it If in doubt with a sign, repeat or fingerspell it afterwardsafterwardsIndexing: be sure DB person can feel the Indexing: be sure DB person can feel the numbers you signednumbers you signedSigns that are hard to perceive are:Signs that are hard to perceive are:LATE, WALKING, BOWLING etc. Revise by LATE, WALKING, BOWLING etc. Revise by using classifiers or changing orientationusing classifiers or changing orientation

Modifying Tactile Language 2Modifying Tactile Language 2Signs made on the face is difficult to distinguish Signs made on the face is difficult to distinguish tactually i.e., mother, fathertactually i.e., mother, fatherFor minimal pairs, give more context i.e.,For minimal pairs, give more context i.e., Key, lock Key, lock Ugly, dry, summerUgly, dry, summer Cute, funnyCute, funny Apple, onionApple, onion

Context built in signsContext built in signs i.e., “sour, sour-candy, boring” i.e., “sour, sour-candy, boring”

Choose sign that is easily discernableChoose sign that is easily discernableSigns near the waist is difficult to read tactuallySigns near the waist is difficult to read tactually i.e., pants, Russia etc. i.e., pants, Russia etc.

Modifying Tactile Language 3Modifying Tactile Language 3Palm orientation for classifiers: Palm orientation for classifiers: i.e., door, table, pictures etc. i.e., door, table, pictures etc.

Use of classifiers to match environment Use of classifiers to match environment i.e., chair facing you or facing awayi.e., chair facing you or facing away

Be clear with your SASSes Be clear with your SASSes (Size and Shape Specifiers) a big vs. small (Size and Shape Specifiers) a big vs. small

boxbox

Be consistent with locativesBe consistent with locatives Speaker is to your right, food table to your left Speaker is to your right, food table to your left

etcetc

Modifying Tactile Language 4Modifying Tactile Language 4

Use movement to match the mood, Use movement to match the mood, emotion, feeling of your signingemotion, feeling of your signingTry to absorb the rhythm of experienced Try to absorb the rhythm of experienced signers signing tactually signers signing tactually Use question marksUse question marksEye gaze is essential in ASL, include thatEye gaze is essential in ASL, include thatAdd names to indexing pronounsAdd names to indexing pronounsIndicating distances does not work Indicating distances does not work tactually, sign: ABOUT 5 MILES tactually, sign: ABOUT 5 MILES

Modifying Tactile Language 5Modifying Tactile Language 5

Modifying ASL grammar for tactual information. Modifying ASL grammar for tactual information. i.e.,i.e.,1. You sure like ice cream! 1. You sure like ice cream!

ICE-CREAM YOU LIKE, WOW! IMPRESSED ME. ICE-CREAM YOU LIKE, WOW! IMPRESSED ME. 2. Don’t you like ice cream? 2. Don’t you like ice cream?

?? ICE-CREAM DON’T LIKE YOU?? ?? ICE-CREAM DON’T LIKE YOU?? SURPRISED/PUZZLED ME. SMILE, NEVER SURPRISED/PUZZLED ME. SMILE, NEVER SAW!SAW!

3. Do you like ice cream? 3. Do you like ice cream? ?? ICE-CREAM LIKE YOU?? ?? ICE-CREAM LIKE YOU??

Modifying Tactile Language 6Modifying Tactile Language 6Use signs: Mary said, etc instead of role Use signs: Mary said, etc instead of role shiftingshiftingCan show person’s personality or affect Can show person’s personality or affect through signingthrough signingOpposition in space transfers well tactuallyOpposition in space transfers well tactually i.e, up, down, left, right, forward & backwardi.e, up, down, left, right, forward & backward

Movements with specific meanings are Movements with specific meanings are clear tactuallyclear tactually i.e, repetition (temporal aspect) distributional, i.e, repetition (temporal aspect) distributional,

plurality plurality

Modifying Tactile Language 7Modifying Tactile Language 7

Make sure the discourse is clearMake sure the discourse is clear

For comments made out of context, it is For comments made out of context, it is generally a good idea to establish the generally a good idea to establish the reasons that you are saying what you are reasons that you are saying what you are saying. saying. i.e., An interesting fact, or a funny storyi.e., An interesting fact, or a funny story A question, warning or caution. A question, warning or caution.