1E-A (Netherlands)
Marianne Rorije
The Effects of the Influencing Communication and Language Program
Presentation of 'Tell it!', a study of the effects of the Influencing Communication and Language (IC&L) program on the communication partners' communication strategies and the communication skills of individuals with congenital deafblindness. Individuals with CDB and their communication partners (CPs) experience difficulties in everyday communication. Previous research showed that individuals with CDB risk limited and low-quality interactions, lack of symbolic communication, and language development. Additionally, individuals with CDB often lack communicative agency. CPs also encounter difficulties supporting attunement in interaction, symbolic communication, language, and communicative agency. Therefore, the video-feedback intervention was developed and implemented. Additionally, the intervention effects and social validity were examined.

1E-B (Netherlands)
Kim E. Tosolini
Thinking in Dialogue: Enhancing Cognitive Skills in Children and Adolescents with Congenital Deafblindness
Children and adolescents with congenital deafblindness (CDB) show delays in their cognitive development. However, studies on their cognitive development are lacking. The aim of this study is to investigate to what extent teachers and caregivers can enhance the cognitive development of children and adolescents with CDB. This intervention trains teachers and caregivers in applying specific partner strategies such as doing together language stimulation and studies the possible effects of the intervention on the following six cognitive skills: cause-effect relationships, object permanence, symbolization, fantasy games, classification, and perspective taking.

1E-C (Germany)
Carolin Gravel
Deafblind Digital Divide - How Adults with Acquired Deafblindness in Germany Experience their Social and Digital Participation through the Use of Assistive Technology and Information and Communication Technologies
The term “deafblind digital divide” refers to the “disability digital divide” which means that people with disabilities face significantly greater challenges when it comes to accessing and using Information and Communication Technologies (ICT) compared to people without disabilities. However, ICT and Assistive Technology (AT) are seen as important resources for people with deafblindness to participate in social and digital life style. To clarify if there is a specific deafblind digital divide, the dissertation project examines the chances and barriers regarding the areas of access and use of AT and ICT for the social and digital participation of adults with acquired deafblindness in Germany. The relevance of the topic is undeniable, especially against the background of the pandemic-related shift away from face-to-face to digital events in various areas of society. The results of the study will generate new evidence which will have an important effect on support and rehabilitation services for deafblind people as well as policies in Germany and beyond.