Abstract
Deafblind children often have difficulty in communication and need special guidance according to their developmental stage. However, in Japan, it is difficult to share and pass on the expertise of education for deafblind children, and improving the expertise is also an issue. Furthermore, there are few studies on teachers involved in the education of deaf-blind children. The purpose of this study is to interview teachers who have experience in teaching deafblind children and to clarify their teaching methods according to their developmental stages. The results of the interviews revealed that the nature of communication among deafblind children begins with the formation of connections with others and gradually increases in generality. With this change, the communicative needs of the deaf-blind children changed step by step, and the teachers provided various kinds of instruction to meet these needs. On the other hand, what a deafblind child can understand and express depends on the type of behavior and the situation and context of the situation, suggesting that a deafblind child has multiple stages. This suggests that a single deafblind child has multiple stages of development. This suggests that it is necessary to understand the development of deafblind children from multiple perspectives. In the future, specific case studies are also required to compensate for the difficulty in generalizing the research.
