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Journal articles on the topic 'Occurence of communication disabilities'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

Clarke, Catherine, and Karen Beverly-Ducker. "ADA Targets Communication Disabilities." ASHA Leader 16, no. 4 (2011): 3–37. http://dx.doi.org/10.1044/leader.pa2.16042011.3.

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2

Morris, M., R. Caskey, K. Colburn, et al. "Improving communication with patients with communication disabilities." Patient Education and Counseling 137 (August 2025): 108877. https://doi.org/10.1016/j.pec.2025.108877.

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Ebert, David A., and Paul S. Heckerling. "Communication Disabilities among Medical Inpatients." New England Journal of Medicine 339, no. 4 (1998): 272–73. http://dx.doi.org/10.1056/nejm199807233390416.

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Tlekshi, Yessimgaliyeva, Kurmanbayeva Lyazzat, Anasova Kalamkas, Eshmetova Gulnar, and Mukhabayev Nurtaza. "Teaching Communication Strategies to Students with Communication Disabilities." Journal of Intellectual Disability - Diagnosis and Treatment 7, no. 1 (2019): 21–26. http://dx.doi.org/10.6000/2292-2598.2019.07.01.3.

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Tustonja, Marijan, and Matea Kegelj. "PRINCIPLES OF ETHICAL COMMUNICATION ABOUT PERSONS WITH DISABILITIES." South Eastern European Journal of Communication 6, no. 2 (2024): 61–69. https://doi.org/10.47960/2712-0457.2024.2.6.61.

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Ethical communication about persons with disabilities is based on their dignity, rights, and individuality. Communication about persons with disabilities often contains stereotypes, prejudices, and paternalistic methods, which contribute to their further marginalization. It is necessary to adopt communication practices that emphasize empowering language, avoiding offensive or derogatory terms. Reporting on persons with disabilities should be fact-based, avoiding sensationalism or unethical emotional manipulation, reflecting respect for the autonomy and perspectives of persons with disabilities

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Colclasure, Blake C., Andrew C. Thoron, and Sarah E. LaRose. "Teaching Students with Disabilities: Intellectual Disabilities." EDIS 2016, no. 6 (2016): 3. http://dx.doi.org/10.32473/edis-wc261-2016.

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This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC599/WC261: Teaching Students with Disabilities: Intellectual Disabilities (uf

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Brady, Nancy C., Susan Bruce, Amy Goldman, et al. "Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention." American Journal on Intellectual and Developmental Disabilities 121, no. 2 (2016): 121–38. http://dx.doi.org/10.1352/1944-7558-121.2.121.

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Abstract The National Joint Committee for the Communication Needs of People With Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, i

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Nguyen, Quang. "A PROPOSED FRAME OF REFERENCE FOR RESEARCH OF SAME - DIFFERENCE IN CROSSCULTURAL COMMUNICATION AND PRAGMATIC FAILURE IN INTERCULTURAL COMMUNICATION: RESEARCH DEVELOPMENT (ARTICLE 6)." VNU Journal of Foreign Studies 40, no. 5 (2024): 23–43. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5243.

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Following article 5, in which the models that locate the three types of components and display the interbeing (interconnectivity, interdependence and interactionality) within and among these types are introduced and the grid of impact components with transcendental assumptions for the test of pragmatic expressions is proposed, this article discusses the co-activation of layers in the models (co-influence in the layer of influence, co-action in that of impact, co-occurence in that of manifestation, co-performance in that of interaction) and the to-life and to-research orientations before propos

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Carroll, Clare, Sophie Linehan, Sinead Scott, and Gráinne Quinn. "Children with Down syndrome and their communication partners participating in research about communication." Social Work and Social Sciences Review 22, no. 1 (2020): 103–18. http://dx.doi.org/10.1921/swssr.v22i1.1506.

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Even though 2018 marked the 70th anniversary of the United Nation’s Universal Declaration of Human Rights (United Nations, 1948), published research examples which include the voices of children with disabilities are few. In the United Nations Convention on the Rights of the Child (United Nations, 1989), Article 12 states that the child has a right to express an opinion and Article 13 states that the child has the right to express their views. Communication is a fundamental human right, it allows for independence, contributes towards self-esteem and influences an individual’s identity. For tho

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Green, Robert-Jay. "Family Communication and Children's Learning Disabilities." Journal of Learning Disabilities 23, no. 3 (1990): 145–48. http://dx.doi.org/10.1177/002221949002300303.

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11

Dolan, Terrence R. "Overview: Communication processes and developmental disabilities." Mental Retardation and Developmental Disabilities Research Reviews 3, no. 4 (1997): 279–81. http://dx.doi.org/10.1002/(sici)1098-2779(1997)3:4<279::aid-mrdd1>3.0.co;2-j.

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Stransky, Michelle L., Kristin M. Jensen, and Megan A. Morris. "Adults with Communication Disabilities Experience Poorer Health and Healthcare Outcomes Compared to Persons Without Communication Disabilities." Journal of General Internal Medicine 33, no. 12 (2018): 2147–55. http://dx.doi.org/10.1007/s11606-018-4625-1.

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Ho Sy, Hung. "Approach to STEAM education to support communication skills for children 5 - 6 years old with mild intellectual disabilities in kindergarten." Journal of Science Educational Science 67, no. 5A (2022): 173–81. http://dx.doi.org/10.18173/2354-1075.2022-0131.

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The purpose of this study addresses to survey the perception of preschool teachers about organizing STEAM activities to support communication skills for children aged 5-6 with mild intellectual disabilities in preschools. Using the main research method is the survey by questionnaire, observation and in-depth interviews with preschool teachers. Conduct a survey of 86 preschool teachers and 6 children 5-6-year-old children with mild intellectual disabilities in Thanh Hoa province. Research results show that the capacity of teachers to organize STEAM education of teachers and the Approach to STEA

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Yong, Yan Qi, Wilson Wei Shun Hew, Li Wen Boo, Gan Hong Ooi, Nassiriah Shaari, and Sobihatun Nur Abdul Salam. "SUMMATIVE EVALUATION OF EZCOMM: A COMMUNICATION BOARD MOBILE APPLICATION TO ASSIST COMMUNICATION DISABILITIES." International Journal of Law, Government and Communication 7, no. 30 (2022): 258–69. http://dx.doi.org/10.35631/ijlgc.730021.

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People with communication disabilities like Amyotrophic lateral sclerosis (ALS), Stroke survivors, Apraxia, Cerebral Palsy, Down Syndrome, and others have problems in speech. It is hard for them to explain their thoughts or release their mood. The disability causes them limited or no opportunity to converse smoothly with others. In response, this paper introduces an application named EzComm as assistance for people with communication disabilities; by doing only one simple act, they can communicate with their family and friends. For example, the users tap the image or word buttons, and the syst

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Masliković, Dejan, and Bojan Tomić. "Is there communication? Access to information by persons with disabilities in Serbia." Stanovnistvo 62, no. 1 (2024): 153–66. http://dx.doi.org/10.59954/stnv.563.

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Persons with disabilities often face barriers that hinder their ability to access information effectively. This study presents results of a survey which was conducted in the second half of 2022, on the topic of the accessibility of information for persons with disabilities in Serbia, as well as their means of communication. A convenience sample of 111 individuals with physical and/or sensory disabilities, with basic digital literacy, aged 18 to 59, was surveyed through the mediation of associations of persons with disabilities. The findings reveal the usage patterns, preferences, and challenge

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Ribeiro, Larissa Verônica Moreira, and Thelma Helena Costa Chahini. "Information and Communication Technologies in University Libraries." International Journal for Innovation Education and Research 9, no. 9 (2021): 701–11. http://dx.doi.org/10.31686/ijier.vol9.iss9.3408.

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Digital and assistive technologies are of great relevance to the social, educational, and professional inclusion of persons with disabilities. Within this context, we aim to describe the relevance of information and communication technologies for persons with disabilities in the context of university libraries. Data were collected through a bibliographical research based on secondary sources, namely books, journal articles and other reference materials in the area investigated. The obtained results revealed that although resources such as digital and assistive technologies are available in the

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Muhamad Bisri Mustofa, Muhamad Khadavi Febrian, and Siti Wuryan. "Strengthen Interpersonal Communication in Improving Library Services for People with Disabilities." Wasilatuna: Jurnal Komunikasi dan Penyiaran Islam 6, no. 02 (2023): 64–75. http://dx.doi.org/10.38073/wasilatuna.v6i02.1029.

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This study aims to strengthen interpersonal communication in improving library services for people with disabilities. This research is motivated by the neglect of people with disabilities when communicating their needs in library services. The method used in this study is a qualitative method, by conducting an in-depth case study approach. Data was obtained through online observation from websites that support data retrieval, in the form of books or journals available. The results showed that the training of librarians in interpersonal communication with users with disabilities should be imple

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Maulidina, Citra Ashri, Mohammad Arif Taboer, Indra Jaya, Leliana Lianty, Dwi Aisyah Amani, and Shabila Kairunisa. "Family-Sourced Early Intervention Programs to Optimize Communication Development of Children with Multiple Disabilities." JASSI ANAKKU 24, no. 1 (2024): 17–27. http://dx.doi.org/10.17509/jassi.v24i1.71216.

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Communication is a fundamental skill that must be fulfilled for all humans, including individuals with multiple disabilities. With communication, individuals with multiple disabilities can interact and participate with the environment so that they are not isolated. This study aims to formulate a family-sourced early intervention program to optimize the communication development of students with multiple disabilities in accordance with children's needs, so that families can hopefully become a support system in supporting their children's communication development. This research uses research me

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Moldamurat, Khuralay, Aigul Tulembayeva, Askhat Ryspaev, Niyaz Belgibekov, Lyudmila Peryakina, and Makhabbat Bakyt. "Computer program in sign language for controlling mobile objects and communicating with people." International Journal of Public Health Science (IJPHS) 14, no. 1 (2015): 502. http://dx.doi.org/10.11591/ijphs.v14i1.24544.

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This article emphasizes the need for effective communication methods for people with disabilities, focusing on gestures and finger movements. The study aims to address the communication support gap for this group by creating a specialized Kazakh IT dictionary. It explores practical ways to facilitate communication for people with disabilities through gestures, utilizing computer software for the IT dictionary. The article presents key variables, study design, and data analysis procedures. Results show computer programs effectively enable communication for individuals with disabilities. The stu

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Verzhihovska, Оlena, Yuliya Haletska, and Alina Boychenyuk. "Peculiarities of the development of communication skills in younger schoolchildren with intellectual disabilities." Actual problems of the correctional education (pedagogical sciences). 24 (December 30, 2024): 5–18. https://doi.org/10.32626/2413-2578.2024-24.5-18.

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The article shows the practical study and formation of communication skills in younger schoolchildren with intellectual disabilities. In the process of comparison, it was found that the majority of 4th grade children with intellectual disabilities show an average level of development of communication skills (52.08%), and those with normotypical development have a high level (84.00%). The article shows the practical study and formation of communication skills in younger schoolchildren with intellectual disabilities. In the process of comparison, it was found that the majority of 4th grade child

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Zashchirinskaia, Oksana V. "Specificities of Communication in Children with Intellectual Disorders." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (2020): 602–9. http://dx.doi.org/10.6000/2292-2598.2020.08.04.2.

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Objective: The purpose of this work is to study the characteristics of communication in children with intellectual disabilities. Background: The study of the specificities of communication in children with intellectual disabilities has become more and more relevant in the past few years. Method: The methodological basis of this study was the combination of various theoretical methods of cognition. Results: In the process of writing this work, the author studied the techniques of verbal and non-verbal communication. The works of Russian and foreign authors, as well as methods of improving commu

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Rowland, Charity, and Philip Schweigert. "Analyzing the Communication Environment to Increase Functional Communication." Journal of the Association for Persons with Severe Handicaps 18, no. 3 (1993): 161–76. http://dx.doi.org/10.1177/154079699301800303.

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Many students with severe and multiple disabilities demonstrate severe communication impairments. Efforts to improve communication in these students often embrace a “natural environment” or “milieu” approach, embedding opportunities to communicate within natural, functional activities across the entire schedule of daily activities. In reality, functional activities differ greatly in the degree to which they foster communication. This article describes an environmental inventory designed to allow a teacher or speech-language pathologist to analyze the extent to which a specific activity encoura

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23

JAYANTHI, MADHAVI, VALERIE SAWYER, JANET S. NELSON, WILLIAM D. BURSUCK, and MICHAEL H. EPSTEIN. "Recommendations for Homework-Communication Problems." Remedial and Special Education 16, no. 4 (1995): 212–25. http://dx.doi.org/10.1177/074193259501600405.

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The purpose of this study was to generate recommendations for improving communication between home and school regarding the homework assigned in mainstream classes. specifically, the objectives of the study were to identify recommendations for ameliorating homework-communication problems between (a) parents and classroom teachers, (8) parents and special education teachers, and (c) classroom teachers and special education teachers. subjects for this study were 8 parents of students with mild disabilities, 13 special education teachefs of students with mild disabilities, and 11 classroom teache

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Jung, So Young, and Eunhye Park. "Survey on communication difficulties with students with disabilities and support needs -Focusing on the general educators of inclusive elementary school-." Korean Society of Augumentative and Alternnative Communication 11, no. 2 (2023): 49–84. http://dx.doi.org/10.14818/aac.2023.12.11.2.49.

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Background and Objectives: The purpose of this study was to find out the difficulties encountered by general educators’ when communicating with students with disabilities in an inclusive elementary classroom and to explore these students’ support needs. Method: To explore the difficulties encountered by the teachers when communicating with students with disabilities, an online survey was conducted on 240 teachers in inclusive elementary school classrooms, and data were analyzed with descriptive statistics such as mean and frequency. Results: The participants showed above-average level of diffi

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Ntontela, Mahlubandile. "A Courtroom Misdiagnosis: A Historical Overview of the South African Approach to Evidence of Persons with Communication Disabilities Before 1996." Fundamina 29, no. 1 (2023): 29–52. http://dx.doi.org/10.47348/fund/v29/i1a2.

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Over the past centuries, the English and South African jurisdictions have struggled with the best approach to hearing evidence of persons with impaired speech. The English courts’ challenges in hearing such evidence have led to the courts there developing legal principles for receiving evidence of witnesses with communication disabilities. Unfortunately, these principles have led to courts misdiagnosing witnesses with communication disabilities. Consequently, the courts treated witnesses with communication disabilities similarly to witnesses with mental illness. Accordingly, under English law

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Yanuar, Deni, Zakirah Azman, and Eni Tri Retnaningsinh. "Komunikasi Interpersonal Ibu Tunggal dan Anak Penyandang Disabilitas." Jurnal Komunikasi Global 8, no. 2 (2019): 240–57. http://dx.doi.org/10.24815/jkg.v8i2.15278.

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This study aims to find out the interpersonal communication between single mothers with their children with disabilities in Aceh. The research used symbolic interaction theory with a qualitative descriptive approach. The subject of this study was a single mother who has children with disabilities studying at SMALB YPPC Banda ACEH, selected using a purposive sampling technique. To collect data, the researchers deployed semi-structured interviews on three single mothers who have children with disabilities and observations of their interpersonal communication with their children. The results show

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Polumysna, Olga. "Communication Barriers for People with Disabilities in Ukraine: Mass Media Aspect." Scientific notes of the Institute of Journalism, no. 2(81) (2022): 54–72. http://dx.doi.org/10.17721/2522-1272.2022.81.4.

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The main objective of the article is to find out the reasons for rejection of people with disabilities in the society, that causes the communicative barriers in communication with them, and the role of the media in this process. It is established that there are both social and psychological barriers in communication with the people with disabilities. The social barriers include the different worldviews as there are many barriers (physical, moral ones) in the lives of people with disabilities. The psychological barriers include isolation, shyness, hiddenness, incommunicability of people with di

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Wa Ode Risna Zaindra. "Pola Komunikasi Ibu dan Anak Disabilitas di Kecamatan Talaga Raya Kabupaten Buton Tengah." Harmoni: Jurnal Ilmu Komunikasi dan Sosial 1, no. 3 (2023): 253–62. http://dx.doi.org/10.59581/harmoni-widyakarya.v1i3.1276.

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The role of communication is very important for social life, because basically communication is a basic human activity and is a dynamic transactional process that influences behavior. According to communication experts, there are many forms of communication such as interpersonal communication, intrapersonal communication, organizational communication, and others. Based on temporary observations in Talaga Raya District, Central Buton Regency, there are several children with disabilities. These disabled children experience mental retardation, growth and development and speech disabilities, heari

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Adel, Al-Dosari Sarah, and Al-Ahmed Thamer Hassan. "Implementation of Augmentative and Alternative Communication for People with Severe Intellectual Disabilities: Specialist Perceptions." International Journal of Learning, Teaching and Educational Research 23, no. 9 (2024): 23–40. http://dx.doi.org/10.26803/ijlter.23.9.2.

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This study aimed to identify the perceptions of specialists working with people with severe intellectual disabilities regarding the implementation of augmentative and alternative communication. A qualitative approach was used to analyse semi-structured interviews with nine specialists working with people with severe intellectual disabilities at the Comprehensive Rehabilitation Centres in Saudi Arabia. The main results indicated that all specialists had some knowledge of the use of augmentative and alternative communication methods for facilitating communication with people with severe intellec

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Myers, Karen A., Christine Spudich, Dimana Spudich, and Sarah E. Laux. "Saving Face: Inclusive Communication With College Students With Disabilities Using Politeness And Face Negotiation." Journal of Diversity Management (JDM) 7, no. 2 (2012): 97–108. http://dx.doi.org/10.19030/jdm.v7i2.7477.

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Have I offended anyone today? Have I been insensitive? Creating welcoming inclusive environments for students with and without disabilities is a higher education imperative. The academy strives to create diverse and welcoming atmospheres for students and educators and employ social justice and face saving measures to encourage respectful communication and discourage discriminatory behaviors. With the increase of college students with disabilities, professionals need to be comfortable and confident in their communication tactics. Applying politeness and face-negotiation theories to the communic

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SERBAN, Ioana, and Andreea HATHAZI. "The SLT specificity in multiple disabilities: personalized strategies and resources." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 1 (2022): 69–77. http://dx.doi.org/10.26744/rrttlc.2022.8.1.08.

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Students with multiple disabilities may present many challenges regarding their development in areas such as cognition, language and communication, social interaction, emotional abilities, literacy, or behaviour. The speech and language therapist is a member of the multidisciplinary team which assesses, plans, and implements specific intervention programs for children with multiple disabilities. Most of these children are strongly dependent on their parents, teachers, or therapists for every activity they carry out through the day. Depending on their communication behaviour or patterns with a

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Br Manik, Nurhalimah, and Dika Sahputra. "NONVERBAL COMMUNICATION BETWEEN TEACHERS AND STUDENTS WITH DISABILITIES IN BUILDING EFFECTIVE COMMUNICATION AT A STATE SPECIAL SCHOOL (SLB)." TASAMUH 22, no. 1 (2024): 101–22. http://dx.doi.org/10.20414/tasamuh.v22i1.10539.

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This study aims to determine the nonverbal communication of teachers and students with disabilities in building effective communication in SLB Negeri. This study uses descriptive qualitative research. Data collection techniques include observation, interviews, and documentation. Informants in this study were two teachers, the main informants, and the principal, the supporting informant. Data analysis techniques include data reduction, data presentation, and conclusion. This research uses a triangulation data validity test. The results of this study indicate that teachers and students with disa

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Jeon, Heeju. "A Study on the Changes in Communication Speech Patterns in Disabled Novels." Korean Society of Culture and Convergence 45, no. 9 (2023): 309–20. http://dx.doi.org/10.33645/cnc.2023.09.45.09.309.

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This thesis covers the changes of the speech patterns of people with speech disorder in the novel written by an author without disabilities. Moreover, the thesis contemplates the positive potential of the narrative of the people with disabilities while censoring the possibilities of degeneration as a tool to reproduce the pain of the person in the story through people with disabilities described in the book by people without disabilities. As it is presupposed that a tool people with disabilities can choose in order to stand up to negative looks and disagreements from others, being able to spea

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Zulfiya, Karimova, and Saydaliyeva Khojiya. "Development of connected speech in children with mental disabilities." International Journal of Pedagogics 5, no. 2 (2025): 34–38. https://doi.org/10.37547/ijp/volume05issue02-11.

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Developing connected speech in children with intellectual disabilities is a study of a pedagogical approach aimed at further improving the language and communication skills of students. Children with intellectual disabilities, due to their specific psychological and cognitive characteristics, face difficulties in the process of learning speech and language. Therefore, special pedagogical techniques, methodologies and activities are used to develop their connected speech. This study analyzes modern methods, experiences and approaches to developing the speech of children with intellectual disabi

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Nelson, Catherine, Kristen Paul, and Brooke A. Barnhill. "Creative Dance-Based Communication Intervention for Children With Multiple Disabilities Including Sensory Impairment." Perspectives of the ASHA Special Interest Groups 2, no. 12 (2017): 70–80. http://dx.doi.org/10.1044/persp2.sig12.70.

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Creative dance activities are inherently communicative, and research has demonstrated that they can provide effective contexts for children to learn communication skills. Children with sensory disabilities have many risk factors for significant delays in concept and communication development, and creative dance offers an avenue to help this group learn such skills through movement. This article describes how the BEST (Body, Energy, Space, and Time) creative dance framework can be used by educational teams including speech-language pathologists to teach concepts and communication to children an

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Godsell, Matthew, and Kim Scarborough. "Improving communication for people with learning disabilities." Nursing Standard 20, no. 30 (2006): 58–65. http://dx.doi.org/10.7748/ns2006.04.20.30.58.c4114.

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Godsell, Matthew, and Kim Scarborough. "Improving communication for people with learning disabilities." Nursing Standard 20, no. 30 (2006): 58–68. http://dx.doi.org/10.7748/ns.20.30.58.s56.

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Adachi, Tadaharu, Kazuoki Kodera, Jin-ichi Shidara, and Satoko Ashino. "Influence of Communication Disabilities on Daily Life." AUDIOLOGY JAPAN 39, no. 3 (1996): 240–44. http://dx.doi.org/10.4295/audiology.39.240.

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Updike, Jamie, and John McCarthy. "Web Accessibility for People with Communication Disabilities." ASHA Leader 11, no. 13 (2006): 34–35. http://dx.doi.org/10.1044/leader.ftr6.11132006.34.

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Stauder, Erin. "Including Youth With Communication Disabilities in Sports." ASHA Leader 24, no. 3 (2019): 30–31. http://dx.doi.org/10.1044/leader.miw.24032019.30.

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Davis, M., and S. J. Modell. "Children with disabilities: victimization, sexuality and communication." Injury Prevention 16, Supplement 1 (2010): A95. http://dx.doi.org/10.1136/ip.2010.029215.344.

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Sarangam, Anand. "Enabling Communication Tools for Kids with disabilities." Journal of Artificial Intelligence, Machine Learning and Data Science 1, no. 1 (2022): 1685–88. https://doi.org/10.51219/jaimld/anand-sarangam/376.

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Olney, Marjorie F. "Communication Strategies of Adults with Severe Disabilities." Rehabilitation Counseling Bulletin 44, no. 2 (2001): 87–94. http://dx.doi.org/10.1177/003435520104400205.

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Wilkinson, Krista M. "Communication Strategies for People with Developmental Disabilities." Topics in Language Disorders 16, no. 3 (1996): 84. http://dx.doi.org/10.1097/00011363-199605000-00013.

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Ladner, Richard E. "Communication Technologies for People With Sensory Disabilities." Proceedings of the IEEE 100, no. 4 (2012): 957–73. http://dx.doi.org/10.1109/jproc.2011.2182090.

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Schoenbrodt, Lisa, Libby Kumin, and John M. Sloan. "Learning Disabilities Existing Concomitantly with Communication Disorder." Journal of Learning Disabilities 30, no. 3 (1997): 264–81. http://dx.doi.org/10.1177/002221949703000303.

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Salim, Mohammad Rifky Reza. "DAKWAH COMMUNICATION STRATEGY TO VISUALLY IMPAIRED DISABILITIES." Indonesian Journal of Islamic Communication 6, no. 1 (2023): 50–62. https://doi.org/10.35719/ijic.v6i1.1876.

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In a broader sense, da'wah calls upon us to convey messages to humanity, including individuals with visual impairments. The da'wah messages are diverse, encompassing both Divine words (the Qur'an) and the sayings of the Prophet (al-Hadith). However, in the current context, da'wah to visually impaired individuals, especially in learning the Braille Qur'an, has received limited attention. Effective communication strategies are essential to enhance da'wah's efforts for this community of visually impaired individuals. The research adopts a qualitative descriptive approach, as it aims to provide an

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Ryan, Karen, Suzanne Guerin, Philip Dodd, and John McEvoy. "Communication contexts about illness, death and dying for people with intellectual disabilities and life-limiting illness." Palliative and Supportive Care 9, no. 2 (2011): 201–8. http://dx.doi.org/10.1017/s1478951511000137.

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AbstractObjective:The general population has been involved in considerable debate about communication and awareness within the context of death and dying. However, there has been little research on how matters of communication on this topic are handled for people with life-limiting illness and intellectual disabilities. This qualitative study explored how staff managed communication about death and dying with people with intellectual disabilities in a Health Service Executive area in Ireland.Method:Ninety-one individuals took part in 16 focus groups. Interviews were analysed using framework an

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Sigafoos, Jeff. "A Review of Communication Intervention Programs for People with Developmental Disabilities." Behaviour Change 14, no. 3 (1997): 125–38. http://dx.doi.org/10.1017/s0813483900003430.

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This article provides a selected review of several contemporary communication intervention programs for people with developmental disabilities and severe communication impairment. Consideration of the extent and negative effects of severe communication impairment indicates the need for systematic intervention focused on teaching functional communication skills. Behaviour analysis procedures have demonstrated effectiveness for teaching functional communication skills. The major features of several behaviourally oriented communication intervention programs are reviewed. It is concluded that thes

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Aquino, Adelyn Barbosa de, and Tícia Cassiany Ferro Cavalcante. "Progress in communication of two children with intellectual disability in child education: interventions using alternative communication resources." Revista Tempos e Espaços em Educação 15, no. 34 (2022): e17368. http://dx.doi.org/10.20952/revtee.v15i34.17368.

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This research sought to analyze how the use of Alternative Communication in intervention sessions can contribute to the process of communication of children with intellectual disabilities in the stage of Early Childhood Education. The research had the participation of two children with intellectual disability and communicative difficulties, students of public schools in the city of Igarassu-PE. Intervention sessions were held with the use of Alternative Communication resources. The study demonstrated that the use of alternative communication resources contributed significantly to these childre

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