Deafness and Diversity: Early Intervention

Autor/inn/en	Jackson, Rebecca L. W.; Ammerman, Sarah B.; Trautwein, Blane A.
Titel	Deafness and Diversity: Early Intervention
Quelle	In: American Annals of the Deaf, 160 (2015) 4, S.356-367 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Early Intervention; Disability Identification; Infants; Toddlers; Comorbidity; Autism; Pervasive Developmental Disorders; Down Syndrome; Congenital Impairments; Assistive Technology; Teacher Education Programs; Theory Practice Relationship; Learning Theories; Learning Disabilities; Developmental Disabilities; Telecommunications; Medicine + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Infant; Toddler; Toddlers; Kleinkind; Infants; Autismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Theorie-Praxis-Beziehung; Learning theory; Lerntheorie; Learning handicap; Lernbehinderung; Entwicklungsstörung; Telekommunikationstechnik; Medizin
Abstract	Earlier indentification has increased the number of infants identified with hearing loss. A significant and growing proportion of children who are D/deaf or hard of hearing have a disability (DWD). Literature related to infants and toddlers who are DWD is scarce because of the heterogeneity of the population and because many disabilities may go undiagnosed until a child is older. Service availability, professional preparation, and use of evidence-based practices must improve to best meet the needs of these children and their families. An examination of theory, research, and practice in early intervention for children who are DWD revealed a lack of qualified professionals and a need for targeted instruction in teacher preparation programs and for technological advances paired with treatment (e.g., telepractice). Increased transdisciplinary collaboration and technology utilization in teacher preparation hold promise as ways of improving service provision to young children who are DWD. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01