Linguistic care work in multimodal teaching practices: A student with deafblindness in a Nordic sign language environment

This article explores how teachers in Nordic sign-language school environments facilitate participation for students with deafblindness through multimodal teaching practices. Through an in-depth study of one student with deafblindness and by drawing on ethnographic data from nine signing units across five countries, the study explores how teachers adapt their linguistic repertoires – which include sign language, spoken language, gestures and tactile communication – to support students with dual sensory loss. The analysis is framed by dialogism and crip linguistics, emphasizing linguistic care work in asymmetric interactions. The findings show that teachers use strategies such as establishing mutual attention, adjusting timing, modifying learning materials, and fostering inclusive classroom communities. The study highlights the pedagogical challenges and contradictions of educating students with deafblindness in visually oriented environments, while also demonstrating how multimodal approaches can enable meaningful participation and learning. The study calls for increased awareness, resources, and professional development to better support this diverse student group.