Increasing Social Awareness for Deaf and Hard of Hearing Children on the Autism Spectrum: Innovative Strategies

Autor/inn/en	Graham, Patrick; Neild, Raschelle; Shield, Aaron
Titel	Increasing Social Awareness for Deaf and Hard of Hearing Children on the Autism Spectrum: Innovative Strategies
Quelle	In: Odyssey: New Directions in Deaf Education, 21 (2020), S.28-33 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-6751
Schlagwörter	Deafness; Hearing Impairments; Comorbidity; Autism; Pervasive Developmental Disorders; Students with Disabilities; Social Development; Interaction; Interpersonal Communication; Student Interests; Teaching Methods; Video Technology; Modeling (Psychology); Peer Relationship; Individualized Instruction; Generalization + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Soziale Entwicklung; Interaktion; Interpersonale Kommunikation; Studieninteresse; Teaching method; Lehrmethode; Unterrichtsmethode; Modeling; Modelling; Modellierung; Peer-Beziehungen; Individualisierender Unterricht
Abstract	For families and educators, understanding and working with children who experience a combination of deafness and autism spectrum disorder (ASD) can be challenging. Yet both understanding and work are crucial. For children with ASD to succeed, parents and educators need to understand them and to be able to work together to implement successful educational strategies. These strategies fall into two categories: 1) strategies for improving social interaction, primarily focusing on communication; and 2) strategies for incorporating the students' interests, which may be intense but restricted (American Psychiatric Association, 2013). What this means is that some children can be very focused on a few specific interests so educators can modify strategies to use each child's interests to introduce new knowledge and teach various skills. Educators, must develop a "toolbox" of strategies and frameworks of practice to help students develop supportive relationships and ensure they have a sense of belonging and being a part of an inclusive community. The information in this toolbox will help teachers who have deaf or hard of hearing children with ASD in their classrooms. This article describes four strategies that are inclusive; they work for most children. They include: (1) routine explanation; (2) video modeling; (3) peer-to-peer social interaction; and (4) differentiated instruction. (ERIC).
Anmerkungen	Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01