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Produktbild: Learning, Education, and Support of Deafblind Children and Adults

Learning, Education, and Support of Deafblind Children and Adults An Interdisciplinary Lifespan Approach

159,99 €

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Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

11.12.2025

Herausgeber

Timothy S. Hartshorne + weitere

Verlag

Oxford University Press

Seitenzahl

444

Maße (L/B/H)

23,9/16,6/3,5 cm

Gewicht

820 g

Sprache

Englisch

ISBN

978-0-19-288722-1

Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

11.12.2025

Herausgeber

Verlag

Oxford University Press

Seitenzahl

444

Maße (L/B/H)

23,9/16,6/3,5 cm

Gewicht

820 g

Sprache

Englisch

ISBN

978-0-19-288722-1

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Learning, Education, and Support of Deafblind Children and Adults

    • Introduction
    • 1: Walter Wittich and Elio Riggillo: The Success Story of Elio Riggillo: A Case Study on Education
    • Section 1. Identification
    • 2: Megan Schmittel and Sharon Stelzer: Identification and Needs of Children with Deafblindness
    • 3: Peter Simcock: Bridging the Congenital - Acquired Divide: The Experiences of Those Aging with Deafblindness
    • 4: Bamini Gopinath: Prevalence, Incidence, and Risk Factors of Age-Related Deafblindness
    • 5: Kolbein Lyng and Else Marie Svingen: Identification and Rehabilitation of Severe Dual Sensory Losses in Old Age
    • Section 2. Specific Learning Areas and Interdisciplinary Support
    • 6: Jude Nicholas, Annika Maria Johannessen, and Trees van Nunen: Considering Tactile Cognition: Assessment of Learning Strategies Through Working Memory
    • 7: Hans Erik Frölander and Claes Möller: Deafblindness, Theory-of-mind, and Cognitive functioning in Alström Syndrome and Usher Syndrome Type 2
    • 8: Susan M. Bruce and Christopher Brum: Emergent Literacy in Individuals who are Deafblind
    • 9: Marguerite Tibaudo: The Implications of Cortical/Cerebral Visual Impairment (CVI) on Deafblind Educational Programming
    • 10: Natalina Martiniello: Touch Perception and Communication Across the Lifespan: Implications of Aging
    • 11: Natalina Martiniello: Braille Instruction after Acquired Deafblindness: Lessons from Adult Learning
    • Section 3. Learning, Self-determination, and Education
    • 12: Alexander Minnaert, Ineke Haakma, and Marleen J. Janssen: Autonomy-Support and Motivation in Learning of Students with Deafblindness
    • 13: Berit Rönnåsen: Learning Aspects from a Special Education Perspective
    • 14: Kate Chanock: Supporting a Deafblind Student's Learning at University: Case Study Of a Collaboration Between a Student, a Tactile Sign Interpreter, and a Learning Adviser
    • 15: Leda Kamenopoulou, Peter Simcock, Norman Robert Boie, and Walter Wittich: Exploring Education and Employment Facilitators in Low- and Middle-Income Countries: Remote Research with Deafblind Adults
    • Section 4. Participation, Work, and Recreation
    • 16: Atul Jaiswal and Walter Wittich: From Social Isolation to Social Inclusion through Social Participation among Individuals with Dual Sensory Impairment
    • 17: Mattias Ehn: Work-Life Balance in People with Usher Syndrome
    • 18: Lauren Lieberman and Pamela Beach: Deafblindness and Physical Activity
    • Section 5. Family Perspective
    • 19: Agneta Anderzén Carlsson, Maria Björk, Karina Huus, and Moa Wahlqvist: Health and Family Life in Families Where a Parent is Deafblind
    • 20: Rosemarie van den Breemer: Overcoming Epistemic Injustice in the Communicative Relationship Between Educational Professionals and Families with Children with Congenital Deafblindness
    • 21: Sarah M. Sykes and Timothy S. Hartshorne: Medical Experiences and Trauma in Children and Adolescents with Charge Syndrome
    • 22: Timothy S. Hartshorne: The Impact of CHARGE Syndrome on Parents and Siblings
    • 23: Saskia Damen and Eline Heppe: The Impact of Usher Syndrome on Families: A Closer Look at Their Support Needs
    • Section 6. Professionalization and Interdisciplinary Approaches
    • 24: Amy T. Parker, Lanya L. McKittrick, and Adam Graves: Considering Circles of Evidence to Inform Integrative Educational Standards for Personnel Serving Students who are Deafblind
    • 25: Lillian J. Slavin: Educational Planning for Students with CHARGE Syndrome
    • 26: Beth Kennedy: Trained Interveners Provide Access for People Who Are Deafblind
    • 27: Christopher Russell: Addressing Quality Pre-Service Training for Educators Working with Students who are Deafblind and have Cortical Visual Impairment (CVI) in the United States
    • 28: Julie Dufour, Marie-Claude Lavoie, Bernadette Gavouyère, and Catherine Houtekier: Deafblindness Rehabilitation Services in Quebec: A Unique and Interdisciplinary Approach
    • 29: Peter Simcock: What the Social Work Profession Can Offer Deafblind People: A Marginalized Area of Practice, with a Marginalized Population
    • Section 7. Research, Technology, and Innovations
    • 30: Jerry G. Petroff: Building Capacity for Successful Transition to Adult Life for Youth with Deafblindness: Creating and Promoting Evidence-Based and Promising Practices
    • 31: Elena Maceviciute, Raymond Holt, Astrid M.L. Kappers, Nasrine Olson, and Nils-Krister Persson: Haptic Navigation Technologies for Persons with Deafblindness
    • 32: Paul Mick and Natalie Morog: Cochlear Implantation for Individuals with Deafblindness
    • 33: Arathy Kartha and Gislin Dagnelie: Experiences of Retinal Prosthesis Wearers with Auditory Impairment