Published Paper Details:

The education of children with deaf-blindness and multiple disabilities presents unique challenges that often exceed the scope of conventional teaching methods. Standardised assessment and instruction frequently fail to capture the abilities, communication potential, and learning needs of children with profound sensory impairments. Dr. Jan van Dijk, a pioneer in special education, introduced innovative approaches emphasising child-guided assessment, co-active movement, emotional resonance, and tactile communication. His methods highlight the importance of attachment, rhythm, and shared experiences in fostering communication, emotional security, and cognitive development. This paper examines Van Dijk's theoretical contributions and explores their practical application in contemporary special education. Key strategies include observing and responding to the child's initiative, engaging in co-active movement to establish trust, and using tactile and rhythmic communication to support expressive and receptive skills. Structured routines and predictable interactions further enhance emotional regulation and learning opportunities. The study situates Van Dijk's approaches within modern inclusive education, demonstrating their relevance for individualised instruction, accessibility, and multi-sensory learning environments. Applications alongside assistive technologies, family-centred interventions, and therapeutic practices underscore the adaptability of his methods to diverse educational settings. By integrating theory with practice, this research highlights the enduring impact of Van Dijk's work and advocates for pedagogical models that centre the child's experience. His approaches not only broaden learning possibilities for children with deaf-blindness but also contribute to the evolution of inclusive education, emphasising empathy, attunement, and meaningful interaction as central components of effective teaching.