A Socio-cognitive Approach to How Children with Deafblindness Understand Symbols
Author:
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Health Professions (miscellaneous),Education,Health (social science)
Link
http://www.tandfonline.com/doi/pdf/10.1080/1034912X.2012.676373
Reference49 articles.
1. Intentional communication acts expressed by children with severe disabilities in high-rate contexts
2. The Importance of Shared Communication Forms
3. The Impact of Congenital Deafblindness on the Struggle to Symbolism
4. The Application of Werner and Kaplan's Concept of “Distancing” to Children who are Deaf-Blind
Cited by 6 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. Deaf-Blindness through the Voices and Experiences of Parents and Educators;The Journal of Deaf Studies and Deaf Education;2022-05-20
2. Cognitive Assessment of Children Who Are Deafblind: Perspectives and Suggestions for Assessments;Frontiers in Psychology;2020-09-25
3. Communication development from an intersubjective perspective: Exploring the use of a layered communication model to describe communication development in students with congenital deafblindness;Journal of Communication Disorders;2019-07
4. Scaffolding the Communication of People With Congenital Deafblindness: An Analysis of Sequential Interaction Patterns;American Annals of the Deaf;2017
5. A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind;Communication Disorders Quarterly;2015-09-09
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