Mental Health and Psychosocial Well-Being in Deaf and Hard-of-Hearing Students
Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt
In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.
Originalsprog | Engelsk |
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Titel | Evidence-Based Practice in Deaf Education |
Redaktører | Marc Marschark, Harry Knoors |
Antal sider | 18 |
Forlag | Oxford University Press |
Publikationsdato | 2018 |
Sider | 477-494 |
Kapitel | 21 |
ISBN (Trykt) | 9780190880545 |
ISBN (Elektronisk) | 9780190915148 |
DOI | |
Status | Udgivet - 2018 |
Navn | Evidence-Based Practices in Deaf Education |
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- children, early intervention, hard of hearing, mild hearing loss, psychosocial development, unilateral hearing loss
Forskningsområder
ID: 253030899