Impact of a Communication Intervention Model on Teachers’ Practice with Children who are Congenitally Deaf-Blind
Author:
Affiliation:
1. Department of Teacher Education, Special Education, Curriculum and Instruction, 120 Champion Hall, Boston College, Chestnut Hill, MA 02467
Abstract
Publisher
SAGE Publications
Subject
Rehabilitation,Ophthalmology
Link
http://journals.sagepub.com/doi/pdf/10.1177/0145482X0209600304
Reference32 articles.
1. Understanding and Evaluating Qualitative Research
2. Initiating communication systems for severely speech-impaired persons
3. Making Activities Meaningful for Students with Severe Multiple Disabilities
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2. Interventions for children with deafblindness—An integrative review;Child: Care, Health and Development;2022-09-27
3. Wyzwania i trudności w prowadzeniu badań z osobami głuchoniewidomymi;Przegląd Socjologii Jakościowej;2022-08-31
4. The Barriers and Facilitators to the Implementation of Interventions for Children with Visual Impairments, Their Parents/Guardians or Educators: A Systematic Scoping Review;Child Care in Practice;2019-09-30
5. Deafness and Diversity: Reflections and Directions;American Annals of the Deaf;2016
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