Protactile language is not the same as American Sign Language. In this first lesson, you will learn more about the basics of this new language, and why it is so important for your child and family.
0:05 Hello, my name is Jelica.
0:08 I am DeafBlind.
0:10 This is an introduction to Protactile language,
0:12 which emerged within the DeafBlind community.
0:16 First, I want to emphasize that the way
0:18 we are in physical contact here, through touch,
0:21 is critical for Protactile language.
0:25 DeafBlind children do not have full access
0:27 to auditory and visual language.
0:30 Interaction and instruction
0:31 through these language modalities will impede
0:34 and slow the learning process.
0:39 However, if we begin by connecting with them
0:41 through touch, they're immersed in what is directly felt
0:44 and experienced, and can acquire information
0:47 that they readily understand.
0:50 Hearing people generally engage through spoken language
0:52 geared toward the ears,
0:54 and deaf people generally engage through signed language
0:56 geared toward the eyes.
0:58 Information conveyed to DeafBlind people
1:00 through these modalities can come across muddled
1:03 and incoherent, making learning difficult.
1:07 When others join DeafBlind children
1:08 in what we call contact space,
1:10 shared space on the body to make language,
1:13 learning and development is fostered.
1:15 When communicating in Protactile language,
1:17 touch happens reciprocally
1:19 through a back and forth exchange.
1:21 Protactile language isn't directed only
1:23 toward the DeafBlind individual, but is also directed
1:25 toward the person they're speaking with.
1:27 Touch goes both ways,
1:28 and is received and expressed by both parties.
1:37 Protactile is a language for everyone,
1:39 including families, schools, and teachers.
1:42 Anyone can learn it.
1:44 It's important to note that Protactile is a language,
1:46 not a set of techniques, or a system to be used
1:49 in conjunction with ASL or spoken English.
1:53 ASL has its place within the deaf community
1:55 and spoken English has its place among hearing communities.
1:58 When it comes to Protactile,
2:00 how much one sees or hears is irrelevant.
2:03 What's important is that we establish mutual contact space
2:06 with our bodies, a space for language.
2:11 If the hand of the person listening to me
2:12 is disconnected from mine when I'm speaking,
2:15 I do not feel them listening.
2:17 We are disconnected.
2:19 DeafBlind children will also feel disconnected
2:21 when sighted people aren't
2:22 in physical contact while listening.
2:24 Children may behave as if no one is present with them.
2:27 The social withdrawal leads to feelings
2:29 of isolation and loneliness.
2:32 Children may be fearful or apprehensive
2:34 because they don't have strong mutual attachments
2:36 with others, and don't know what's happening around them.
2:39 This impedes growth and learning.
2:41 However, if others remain in touch
2:43 and co-present with DeafBlind children,
2:45 they feel more comfortable and receive greater information.
2:48 This also allows for incidental learning,
2:50 which is important for all children.
2:52 It provides food for their brains
2:53 and they can soak it up like sponges.
2:55 It also builds confidence as children get their bearings
2:58 and understand more about the environment
2:59 and interactions they're immersed in.
3:01 This establishes the groundwork
3:03 for future language-learning.
3:07 The first step is to situate our bodies
3:09 in a configuration to establish contact space.
3:18 Each hand has a role in Protactile language,
3:21 and I will demonstrate these in this series of videos.
3:27 This hand, the hand of the listener,
3:30 may appear to just be resting here on my leg,
3:32 but it too has a pivotal role.
3:36 I will demonstrate all of these features,
3:38 which taken together, allow for co-presence
3:41 and reciprocity in Protactile language.
