The mobility instructor who receives a deaf-blind referral may be intimidated by the communication barrier and not know exactly how to proceed. This is especially true in cases of Usher syndrome, Type 1 where ASL is the primary language and profound deafness prohibits receiving instruction through voice. Without effective and fluent communication between student and instructor, a wide range of visual abilities and skills will be overlooked. Some of these are visual efficiency skills, problem solving skills, judgment in combination with scanning skills at street crossings, and the ability of the student to follow the pace and maintain the comprehension of a classroom dialogue. If there is inadequate or unclear communication, students may be given a false sense of security and travel unknowingly at high risk.
Poor communication can result in tragic consequences.
In cases of profound deafness where ASL is also the primary language of the student, the orientation and mobility instructor should ensure that a skilled ASL interpreter, preferably certified, is present during the evaluation and any subsequent training. The strengths, weaknesses, needs and potential of a student with Usher syndrome cannot be evaluated independently by any orientation and mobility teacher or vision specialist who does not share the language of the student. Interpreters need information regarding sign methods for students with Usher syndrome and must learn about and be comfortable with tracking and tactile signing, both of which require touch. Interpreters should also learn the techniques of sighted guide and some basic mobility skills as well.