HESTER RICHARDSON, PATHWAY LEAD, MA/MQ ‘EDUCATION OF CHILDREN WITH MULTI-SENSORY IMPAIRMENTS’ PROGRAMME, UNIVERSITY OF BIRMINGHAM, UK
Introduction
Multi-sensory impairment (MSI), or deafblindness, has been recognised as a third and separate sensory disability in the UK since 1989 (Hodges et al., 2019). The terms ‘multi-sensory impairment’ and ‘deafblindness’ are used by different professional groups to mean the same disability – a combined loss of vision and hearing. More than the adding together of vision impairment and deafness, the multiplying impact of a dual sensory need has a unique impact (Aitken et al., 2013). The term ‘multi-sensory impairment’ does not necessarily mean that more than two senses are involved, and may or may not mean that the child has additional physical or cognitive disabilities. Rather, the term aims to imply that reduced information from our main distance senses (vision and hearing) will have a multiplying impact, each upon the other. F
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