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Journal articles on the topic 'Education and Development of Deafblind Children'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Hartshorne, Timothy S., and Megan C. Schmittel. "Social-Emotional Development in Children and Youth Who Are Deafblind." American Annals of the Deaf 161, no. 4 (2016): 444–53. http://dx.doi.org/10.1353/aad.2016.0036.

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2

Shaw, Sherry L. "Grandparent Involvement in the Communication Development of Children Who are Deafblind." Educational Gerontology 31, no. 1 (2005): 51–71. http://dx.doi.org/10.1080/03601270590522198.

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3

Correa-Torres, Silvia M., and Sandy K. Bowen. "Recognizing the Needs of Families of Children and Youth Who Are Deafblind." American Annals of the Deaf 161, no. 4 (2016): 454–61. http://dx.doi.org/10.1353/aad.2016.0037.

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4

García-Fernández, Carla. "Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future." JCSCORE 6, no. 1 (2020): 40–67. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.40-67.

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Deaf-Latinx K–12 students are the largest group of racially minoritized students in the US, lagging far behind the complimentary proportion of Deaf-whites in obtaining degrees. Educational institutions have sustained and reproduced privilege and inequality patterns. This article explores how using Deaf-Latinx Critical Theory (Deaf-LatCrit) in educational research facilitates Deaf-Latinx epistemology, intersectionality, and cultural intuition in autoethnography. It effectively captured how I, a first-generation DeafChicana college student, navigated structural inequity in educational institutio

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5

Preisler, Gunilla. "Development of Communication in Deafblind Children." Scandinavian Journal of Disability Research 7, no. 1 (2005): 41–62. http://dx.doi.org/10.1080/15017410510032145.

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6

Dammeyer, J. "Congenitally Deafblind Children and Cochlear Implants: Effects on Communication." Journal of Deaf Studies and Deaf Education 14, no. 2 (2008): 278–88. http://dx.doi.org/10.1093/deafed/enn042.

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7

Lieberman, Lauren J., T. Nicole Kirk, and Justin A. Haegele. "Physical Education and Transition Planning Experiences Relating to Recreation among Adults who are Deafblind: A Recall Analysis." Journal of Visual Impairment & Blindness 112, no. 1 (2018): 73–86. http://dx.doi.org/10.1177/0145482x1811200107.

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Introduction Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind w

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8

Parker, Amy T., and Catherine Nelson. "Toward a Comprehensive System of Personnel Development in Deafblind Education." American Annals of the Deaf 161, no. 4 (2016): 486–501. http://dx.doi.org/10.1353/aad.2016.0040.

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9

Tkacheva, V. V., and M. Neklyukova. "Features of Psychological Choice in Volunteers Delivering Support to Children with Severe Developmental Disorders, Children with Cancer and Their Families." Клиническая и специальная психология 8, no. 3 (2019): 85–100. http://dx.doi.org/10.17759/cpse.2019080305.

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The article is devoted to studying of the psychological reasons for the choice of voluntary support to children with severe developmental disorders. Authors offer a diagnostic program for studying the features of the psychological choice of volunteers delivering support to children with severe developmental disorders. During an empirical study, the tasks were set to determine and differentiate the characteristics of motivational attitudes and personality characteristics of volunteers. Further, a comparative analysis of the data carried out between groups of respondents delivering support to ch

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10

Bochaver, K. A. "“History of Deaf-blind Children Education in Russsia”: the Outlines of Science and Great Talent in Domestic Correctional Psychology and Pedagogy." Клиническая и специальная психология 5, no. 1 (2016): 148–52. http://dx.doi.org/10.17759/cpse.2016050110.

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The review reveals the content and the directions of the non-fiction book written by a professor Basilova; this book is written about the history of teaching deaf-blind children in the Russian Empire, the Soviet Union and modern Russia. The problems of scientific and methodological supporting the deafblind children are described through the prism of a working career of the three famous domestic speech pathologists and psychologists: Ivan Sokoliansky, Augusta Yarmolenko and Alexander Meshcheryakov.

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11

Foster, Elizabeth Ann, Lisa Silliman-French, and Michelle Grenier. "Parents’ Perceptions of Constraints Impacting the Development of Walking in Children with CHARGE Syndrome." Research and Practice for Persons with Severe Disabilities 45, no. 3 (2020): 196–211. http://dx.doi.org/10.1177/1540796920927656.

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This study examined parents’ perceptions of constraints that impact the attainment of independent walking in children with CHARGE syndrome. This syndrome is a multifaceted syndrome including a degree of vision and hearing loss at birth. The Dynamic Systems Theory (DST) was used as an ecological lens to provide insight into the complexity of issues impacting independent walking from the parents’ perceptions. Semi-structured interviews were administrated to 23 parents of children with CHARGE syndrome to ascertain the degree to which individual, environmental, or task constraints impacted their c

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12

Ревякина, Валентина Ивановна, and Ольга Владимировна Чеботарёва. "DOMESTIC EXPERIENCE OF PEDAGOGICAL SUPPORT FOR VISUALLY IMPAIRED LEARNERS WITH MULTIPLE DEVELOPMENTAL DISORDERS: A HISTORICAL OVERVIEW." Pedagogical Review, no. 3(37) (June 9, 2021): 241–47. http://dx.doi.org/10.23951/2307-6127-2021-3-241-247.

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Рассматривается процесс становления педагогического сопровождения слепых учащихся с тяжелыми множественными нарушениями развития (на примере слепоглухих) в России и Сибири в период до революции 1917 г. и по настоящее время. Для понимания современного состояния проблемы обучения и педагогического сопровождения слепых учащихся с тяжелыми множественными нарушениями развития необходимо знать ее историю. Данное историко-педагогическое исследование позволяет проследить динамику становления специальных институтов в хронологическом порядке от зарождения до настоящего времени. Отмечено, что становление

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13

Uljaevna, Urinova Feruza, and Sharofutdinova Rano Shavkatovna. "Development and education of preschool children." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 2 (2021): 326–29. http://dx.doi.org/10.5958/2249-7137.2021.00358.x.

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14

Bruce, Susan M., John L. Luckner, and Kay A. Ferrell. "Assessment of Students With Sensory Disabilities: Evidence-Based Practices." Assessment for Effective Intervention 43, no. 2 (2017): 79–89. http://dx.doi.org/10.1177/1534508417708311.

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This article presents an overview of recommended practices for assessing students who are deaf/hard of hearing, visually impaired, or deafblind. These recommendations were originally derived from a systematic review of research studies, policy documents, and professional literature on assessment (1990–2013) for the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. This review was then updated through 2016 on select topics identified in the original review with the addition of research on assessment accommodations, dynamic assessment, and curriculum-b

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15

Bullock, Janis. "Supporting the development of shy children." Day Care & Early Education 20, no. 4 (1993): 8–10. http://dx.doi.org/10.1007/bf01617779.

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16

Jung, Bo Joo. "Children as the Subjects of Moral Education - the Moral Development of Children and Moral Education." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 54 (2016): 183–207. http://dx.doi.org/10.17282/ethics.2016..54.183.

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17

Hatch, J. Amos, and Lynn G. Johnson. "Guiding the social development of young children." Day Care & Early Education 18, no. 4 (1991): 29–33. http://dx.doi.org/10.1007/bf01617295.

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18

Simeonsdotter Svensson, Agneta. "PRESCHOOL CHILDREN DEVELOPMENT EMPATHY THROUGHT INDIVIDUALIZED MATERIALS." Problems of Education in the 21st Century 52, no. 1 (2013): 115–24. http://dx.doi.org/10.33225/pec/13.52.115.

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The overall objective of the study is to investigate whether the understanding of animals and their living conditions is a way for child’s emphatic ability. One interesting question is in what way children show that they are developing empathy. Do children show some change in the way they talk about animals and their living conditions? How is this change revealed? The theoretical basis of this study is based on Martin Hoffman's research (2000) which emphasizes the importance of learning and of encouraging empathy in children. The study design is qualitative and was conducted using conversation

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19

Pan, Lu, and Jingzhong Ye. "“Children of Great Development”: Difficulties in the Education and Development of Rural Left-Behind Children." Chinese Education & Society 50, no. 4 (2017): 336–49. http://dx.doi.org/10.1080/10611932.2017.1382137.

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20

Flack, Jerry D. "Talented Children and Adults: Their Development and Education." Gifted and Talented International 10, no. 1 (1995): 45–46. http://dx.doi.org/10.1080/15332276.1995.11672818.

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21

Housand, Angela. "Talented Children and Adults: Their Development and Education." Journal for the Education of the Gifted 32, no. 1 (2008): 131–36. http://dx.doi.org/10.4219/jeg-2008-823.

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22

Tobin, Michael J., Nick Bozic, Graeme Douglas, John Greaney, and Stuart Ross. "Visually impaired children: Development and implications for education." European Journal of Psychology of Education 12, no. 4 (1997): 431–47. http://dx.doi.org/10.1007/bf03172803.

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23

Green, Carie, Darius Kalvaitis, and Anneliese Worster. "Recontextualizing psychosocial development in young children: a model of environmental identity development." Environmental Education Research 22, no. 7 (2015): 1025–48. http://dx.doi.org/10.1080/13504622.2015.1072136.

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24

Giesenberg, Anna. "Spiritual development and young children." European Early Childhood Education Research Journal 8, no. 2 (2000): 23–37. http://dx.doi.org/10.1080/13502930085208551.

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25

Lazarevic, Emilija. "The development of phonological skills in preschool children." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 425–50. http://dx.doi.org/10.2298/zipi1402425l.

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The paper presents a portion of the results obtained in the first phase of a longitudinal study of the development of children?s literacy. The aim of the research was to study the level of development of phonological skills in preschool children. The development of phonological skills, as part of metalinguistic skills, was studied by the assessment of voice analysis and synthesis in words and recognising rhyme. The sample included preschool children. The obtained results have pointed to an average development of children?s phonological skills in the domain of the ability of voice synthesis and

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26

Morland, J. Kenneth. "The development of racial bias in young children." Theory Into Practice 26, sup1 (1986): 472–79. http://dx.doi.org/10.1080/00405848709543315.

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27

Litvak, R. "THEORY AND PRACTICE OF INCLUSIVE EDUCATION FOR CHILDREN DEVELOPMENT." Bulletin of the South Ural State University series "Education. Educational sciences" 12, no. 3 (2020): 102–12. http://dx.doi.org/10.14529/ped200309.

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28

Sarantakos, Sotirios. "Children in three contexts: Family, education and social development." Children Australia 21, no. 3 (1996): 23–31. http://dx.doi.org/10.1017/s1035077200007173.

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This paper explores the relationship between family environment and behaviour of primary school children living in three family contexts. It uses data from studies including children of married heterosexual couples, cohabiting heterosexual couples and homosexual couples, and examines the extent to which these children differ with regard to scholastic achievement and aspects of social development. It shows that in the majority of cases, the most successful are children of married couples, followed by children of cohabiting couples and finally by children of homosexual couples.

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29

IIJIMA, FUSAKO. "Preschool education and the development of independence in children." Japanese Psychological Research 27, no. 2 (1985): 109–18. http://dx.doi.org/10.4992/psycholres1954.27.109.

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30

Shimizu, Kazuki, and Haruo Okabayashi. "Development of Key Competencies for children Through Outdoor Education." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 3AM—2–031–3AM—2–031. http://dx.doi.org/10.4992/pacjpa.78.0_3am-2-031.

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31

Bowey, Judith A., and Dolour M. Mathews. "Assessing Morphological Development Within Special Education Settings." Australasian Journal of Special Education 14, no. 1 (1990): 3–9. http://dx.doi.org/10.1017/s1030011200022259.

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This study was designed both to evaluate the Biks and Gutches test as a measure of morphological development in children within special education settings, and to determine whether or not these children have acquired a generative morphology. Two groups of children were pretested on the Biks and Gutches test. An experimental group received a short teaching program designed to familiarize them with concepts underlying the Berko procedure. Both the experimental and the control group were then retested on the Biks and Gutches test. The teaching program enhanced performance, indicating that this te

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32

Passow, A. Harry. "NEEDED RESEARCH AND DEVELOPMENT IN EDUCATING HIGH ABILITY CHILDREN." High Ability Studies 10, no. 1 (1990): 15–24. http://dx.doi.org/10.1080/0937445900010003.

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33

Passow, A. Harry. "NEEDED RESEARCH AND DEVELOPMENT IN EDUCATING HIGH ABILITY CHILDREN." European Journal of High Ability 1, no. 1 (1991): 15–24. http://dx.doi.org/10.1080/0937445900010103.

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34

Zaichkowsky, Leonard D., and Gerald A. Larson. "Physical, Motor, and Fitness Development in Children and Adolescents." Journal of Education 177, no. 2 (1995): 55–79. http://dx.doi.org/10.1177/002205749517700205.

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The purpose of this paper is to help fill the void that exists in the teacher preparation literature on the topic of physical, motor, and fitness development of children and adolescents. The first section describes important physical and motor development characteristics of children from early childhood to adolescence. Theories of motor skill development are then discussed, followed by practical applications for parents and teachers. The final section treats the problem of declining fitness levels in children and concludes with recommendations for improving physical fitness in school-age child

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35

Wardle, Francis. "Multiracial Children in Child Development Textbooks." Early Childhood Education Journal 35, no. 3 (2007): 253–59. http://dx.doi.org/10.1007/s10643-007-0157-8.

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36

Sorokina, Svetlana Andreevna, and Elena Valerievna Maksimova. "Children aesthetic development and education in kindergarten according to FSES of preschool education." Humanitarian, no. 1 (2) (February 2, 2017): 41–42. http://dx.doi.org/10.21661/r-117166.

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37

구혜현 and Kim,Sook-Jah. "Development of horticultural program for young children based on education for sustainable development." Korean Journal of Early Childhood Education 37, no. 6 (2017): 5–27. http://dx.doi.org/10.18023/kjece.2017.37.6.001.

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38

Hull, Marie, and Jonathan Norris. "The skill development of children of immigrants." Economics of Education Review 78 (October 2020): 102036. http://dx.doi.org/10.1016/j.econedurev.2020.102036.

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39

Rajšli-Tokoš, Elvira. "Education of children with developmental disabilities." Norma 25, no. 1 (2020): 31–42. http://dx.doi.org/10.5937/norma2001031r.

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The intention of this study is to present the development of education through centuries, with emphasis on children with developmental disabilities. With changes in society, education of children has changed as well, adapting to the needs of the society. The education of children with developmental disabilities has come a long way, which can be divided into different periods. In the primitive period such children were murdered. In the asylum period segregation was applied. Then, the integration of such children lasted until 2009, when inclusion was introduced into education. This study present

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40

Hong, Kyung Hee, Soon Mi Kim, and Min Young Um. "Development of Food Replicas as Dietary Education Materials for Children." Journal of the Korean Society of Food Culture 27, no. 5 (2012): 434–44. http://dx.doi.org/10.7318/kjfc/2012.27.5.434.

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41

Strebeleva, E. A., S. B. Lazurenko, and L. M. Kuzenkova. "CHILDREN WITH COGNITIVE DEVELOPMENT DISORDER: REHABILITATION BY MEANS OF EDUCATION." Pediatric pharmacology 9, no. 6 (2012): 80. http://dx.doi.org/10.15690/pf.v9i6.522.

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42

Anwar, Khoirul, Hardinsyah Hardinsyah, Muhammad Aries, and Hana Navratilova. "NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN." ICCD 1, no. 1 (2018): 141–47. http://dx.doi.org/10.33068/iccd.vol1.iss1.22.

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Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutriti

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43

김민채 and Young-Youn Kim. "Development and effects of multicultural music education program for children." Korean Journal of Early Childhood Education 32, no. 3 (2012): 407–30. http://dx.doi.org/10.18023/kjece.2012.32.3.018.

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44

조하나 and 박은혜. "Development and evaluation of sensory education program for young children." Korean Journal of Early Childhood Education 35, no. 2 (2015): 263–92. http://dx.doi.org/10.18023/kjece.2015.35.2.012.

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45

서영민 and Nakheung Kim. "Development and application of forest education program for young children." Korean Journal of Early Childhood Education 36, no. 5 (2016): 285–313. http://dx.doi.org/10.18023/kjece.2016.36.5.012.

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46

Byrd-Bredbenner, Carol, Maryfrances Lewis Marecic, and Joan Bernstein. "Development of a nutrition education curriculum for head start children." Journal of Nutrition Education 25, no. 3 (1993): 134–39. http://dx.doi.org/10.1016/s0022-3182(12)80570-x.

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47

Freeman, Joan. "THE EARLY DEVELOPMENT AND EDUCATION OF HIGHLY ABLE YOUNG CHILDREN." High Ability Studies 1, no. 1 (1991): 165–71. http://dx.doi.org/10.1080/0937445910010106.

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48

Freeman, Joan. "THE EARLY DEVELOPMENT AND EDUCATION OF HIGHLY ABLE YOUNG CHILDREN." European Journal of High Ability 1, no. 2 (1991): 165–71. http://dx.doi.org/10.1080/0937445910010206.

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49

Fidler, Deborah J., and Lynn Nadel. "Education and children with Down syndrome: Neuroscience, development, and intervention." Mental Retardation and Developmental Disabilities Research Reviews 13, no. 3 (2007): 262–71. http://dx.doi.org/10.1002/mrdd.20166.

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50

Barron, Frank, and Joan Freeman. "The Psychology of Gifted Children: Perspectives on Development and Education." American Journal of Psychology 100, no. 1 (1987): 139. http://dx.doi.org/10.2307/1422651.

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