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Social Competence of Deaf and Hard-of-Hearing Children (Paperback)
Loot Price: R1,620
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Social Competence of Deaf and Hard-of-Hearing Children (Paperback)
Series: Professional Perspectives On Deafness: Evidence and Applications
Expected to ship within 12 - 17 working days
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Social Competence of Deaf and Hard-of-Hearing Children addresses
the development, assessment, and promotion of social competence in
children who are deaf or hard-of-hearing (DHH). Most children
readily develop social competence through the mutually dependent
development of social skills and social relationships. Why then
write a book on the social competence of DHH children? Hearing
loss, with its resulting communication challenges, has the
potential to impede the development of social skills and restrict
social relationships. In this volume, Shirin D. Antia and Kathryn
H. Kreimeyer highlight multiple strategies that teachers, families,
and community members can utilize to promote the social competence
of DHH children. The authors approach this topic by first
describing the development and expression of social competence in
infants, as well as in preschool- and school-age hearing and DHH
children. Socially competent children display a flexible repertoire
of social behaviors that are appropriately utilized in varying
social situations and which further children's social goals. Since
social competence develops initially through interactions between
infants and their caretakers, a primary consideration for children
with hearing loss is that the infant and caretaker share a common
communication approach to facilitate early interaction. As infants
become preschool age, opportunities for interactions with other
children increase and social interactions revolve around play. The
development of interactive and of pretend play requires children to
communicate with one another to assume roles, share fantasies, and
solve social conflicts. DHH children must develop communication
skills to participate in interactive play, and hearing children may
need guidance to successfully engage with DHH peers. For school-age
children, the importance of peer acceptance increases; DHH children
need supportive situations both within and outside of school to
interact with peers, develop friendships, and refine the social
behaviors that promote peer acceptance. The authors present a
variety of practical ways to assess the social competence of DHH
children. They emphasize the role of assessment in identifying
social strengths and needs to establish a basis for any necessary
intervention. They then present ways to promote social competence,
with a separate focus on strategies appropriate for young DHH
children and for school-age DHH children. For both age groups, the
authors address the role of families, professionals, schools, and
communities in helping children develop the skills needed to become
socially competent individuals. This book will be a valuable
resource for the parents and families of DHH children, for the
general and special educators who teach these children, and for the
researchers who describe development and evaluate the effectiveness
of strategies to promote the social competence of DHH children.
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