Purpose of the Scale

The purpose of creating this specific tool is to shape the cognitive and communicative profile of the deafblind student, as well as the corresponding intervention program. This program aims to integrate students into the broader communicative environment and to make them aware of the development of various events. It also seeks to promote their integration into a stimulus-rich environment and to encourage active participation in it.

Scale Analysis

This tool was developed by Zeza and Stavrou. It combines elements from previous research and expands upon them. Its goal is to guide the development of a deafblind student at both a communicative and cognitive level. This tool contributes to the formation of a suitable individual and group intervention environment.
The specific intervention program is based on research findings concerning the absence of stimuli and how this impacts the general framework of knowledge and communication.

Validity and Reliability of the Scale

Regarding the validity and reliability of the Compilation of the Communicative and Cognitive Profile of Blind and Deafblind Students and Corresponding Intervention Programme (CBDCP) Scale, there is not yet sufficient data, as it is still under investigation.

References

Delikanaki, N. (2008). Early detection of cognitive development disorders: The case of difficulties in logical-mathematical thinking during preschool age (Doctoral dissertation, University of Ioannina. School of Education Sciences. Department of Early Childhood Education).
Karampatzaki, Z. (2002). Early detection and recognition of developmental coordination disorder in children aged 4-8 years (Doctoral dissertation, University of Ioannina. School of Education Sciences. Department of Early Childhood Education).
Brown, D., Simmons, V., Methvin, J., Anderson, S., Boigon, S., & Davis, K. (1991). Oregon project for visually impaired and blind preschoolers.
Drigas, A., Kouremenos, D., Vrettaros, J., Karvounis, M., & Stavrou, P. (2009). The diagnosis of the educational needs of the hearing impaired. International Journal of Social and Humanistic Computing, 1(2), 138-148.
Fewell, R. R., & Langley, M. B. (1984). Developmental Activities Screening Inventory (DASI-II).
Stillman, R. (1978). Callier-Azusa Scale-G edition. University of Texas at Dallas.
Virole, B. (Ed.). (2000). Psychologie de la surdité. De Boeck Université.