Narrative-based Conversations with Children who are Congenitally Deaf-Blind

Aline H. Hanning-Zwanenburg, Inger B. Rødbroe, Anne V. Nafstad, Jacques Souriau


This paper describes a narrative-based approach in everyday conversations with children who are congenitally deaf-blind. It presents a general understanding of narratives and a description of the main competencies which are important for the communication partners of the children. Effects of applying the narrative-based approach will be illustrated in two case studies. This study found that a narrative approach can enable children who are deaf-blind to engage and participate in conversations. Implications for further everyday practice are explored and discussed.


deafblind; narratives; conversations; education; communication partners

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