Progress Profile

Orientate attention to speaker

The learner is able to control their attention so that they can orientate to a communication partner and maintain attention for the duration of the interaction. Initially this may be for short periods as their attention skills develop. Children with deafblindness may use single-sense-channelled attention (using residual vision, residual hearing or tactile attention). They may also adopt unusual orientations (head positions, body positions) to maximise access to information through residual senses.

Maintain attention for interaction

The learner is able to control their attention so that they can orientate to a communication partner and maintain attention for the duration of the interaction. Initially this may be for short periods as their attention skills develop. Children with deafblindness may use single-sense-channelled attention (using residual vision, residual hearing or tactile attention). They may also adopt unusual orientations (head positions, body positions) to maximise access to information through residual senses.

Gain attention of listener

A further development in attention is recognition that the learner needs the attention of the communication partner in order to communicate. In a tactile perspective this may be that the child moves towards the partner, reaches for the partner's hands, it may also be gaining attention through action — such as banging on surfaces, body, or gestures such as waving. The learner should clearly demonstrate that they are trying to gain the attention of the listener with the intention of communicating.

Demonstrate that 'My hands have power'

The learner understands the concept that hands can be used as a voice — they recognise that there is a shared understanding of meaning based on actions of the hands. There is a need to respond to all individual expressions during this stage — helping the learner to 'wield their power'.

Recognise that referents have labels (objects, people, places, entities)

Negotiated expressions continue to have an important role at this stage, the primary focus is to ensure that the learner develops a repertoire of signs and establishes the concept of symbolism. That one sign — whether negotiated or from the cultural language — holds a shared meaning between communication partners and that different signs represent different things in the world. The learner builds on their previous knowledge of the world to establish sign vocabulary.

Demonstrate 'early' concept development

Once the learner has established object concept and concept of self, conceptual development shifts to greater linguistic demands in language-based concepts. These are a challenge for learners using the tactile mode, as the impact of access to incidental learning impedes the speed of understanding concept language. Towards the end of this stage the development of understanding 'early' concepts supports the transition to Foundation Language.

Use individually negotiated signs

Expressions that are thought to hold meaning are called nema. Individually negotiated expressions form the basis of scaffolding for first meanings to occur. Throughout this stage negotiation (see appendix 10.1) is essential for tactile learners to establish shared meanings in the here and now. Further it is important that these individualised utterances are recognised as meaningful signs as this creates the foundation for the transition to cultural language.

Use first words (utterances) from the cultural sign language

Alongside the introduction and recognition in the value of negotiated signs, the learner will be (or highly likely to be) introduced to signs from the cultural language; examples might be those identified below in the first functions of language. Both negotiated and cultural language signs are linguistically acceptable as 'first-words'. During this stage learners may use signs that correlate to 'proto-words' in spoken language — signs that approximate to the cultural form.

Demonstrate the first functions of communication

The learner's repertoire of early pragmatic functions should be growing and expanding: existence/non-existence (acknowledges existence or absence of something); reject/protest (indicating that something is not wanted or demonstrating early disagreement); request (indicating that something exists and is wanted); repetition (requesting that something continues); disappearance (notices the absence of something); location (describing or requesting a location).

Adopt 'Listening and Talking Hands' positions

Learner to firmly establish the talking and listening hand positions. Listening hands placed on top of the speaker's hands. Talking hands are placed underneath the receiver's hands. The learner accepts the talking and listening hand positions and begins to accept regulation between speaker and receiver positions in interactions. The learner maintains interest in the other's hands and listens to signs being made.

Regulate between exploring and communicating hand functions

The learner also accepts regulation between exploration and communication. This is likely to be fluid and integral to the tactile interaction and not necessarily a discriminate distinction, however, the learner is able to share an object or entity, utilising tactile attention, shared exploration and talk about the topic.

Regulate turns at a conversation level

Interactions serve to practise conversation skill. Both partners collaborate in directing and aligning to sign (the third element). The other is curious about and interested in the learner and what they are sharing at any given moment. Initially this will have a greater role aligning to negotiating signs as well as conventional signs. It needs to be recognised that there is an imbalance between the learner's ability to produce and understand language at this stage.

Engage in repair of interaction when initiated by listener

Communication breakdowns are inherent to tactile communicators. Strategies that competent tactile sign language users adopt include repetition, rephrasing, spelling problem words, and hesitation or non-verbal cues (Willoughby et al., 2014). At this stage of development, learners should be encouraged to engage in repair strategies — repetition and rephrasing. Learners should be introduced to culturally appropriate signals for misunderstanding (e.g. haptic signals).

Reliant on others for cleanliness and hand hygiene

At this stage the learner continues to be reliant on their communication partners to support hand hygiene. Tactile interactions are intimate, and hygiene can impact on the development of social relationships. Consideration should be given to cleanliness of objects and surfaces handled, as well as cleanliness of both partners' hands. At this stage the learner should be able to anticipate and be active in their hygiene routine (e.g. holding hands out for washing).