Thematische Bibliographien / Occurence of communication disabilities / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „Occurence of communication disabilities“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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1

Clarke, Catherine, und Karen Beverly-Ducker. „ADA Targets Communication Disabilities“. ASHA Leader 16, Nr. 4 (April 2011): 3–37. http://dx.doi.org/10.1044/leader.pa2.16042011.3.

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2

Tlekshi, Yessimgaliyeva, Kurmanbayeva Lyazzat, Anasova Kalamkas, Eshmetova Gulnar und Mukhabayev Nurtaza. „Teaching Communication Strategies to Students with Communication Disabilities“. Journal of Intellectual Disability - Diagnosis and Treatment 7, Nr. 1 (07.05.2019): 21–26. http://dx.doi.org/10.6000/2292-2598.2019.07.01.3.

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3

Ebert, David A., und Paul S. Heckerling. „Communication Disabilities among Medical Inpatients“. New England Journal of Medicine 339, Nr. 4 (23.07.1998): 272–73. http://dx.doi.org/10.1056/nejm199807233390416.

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4

Dolan, Terrence R. „Overview: Communication processes and developmental disabilities“. Mental Retardation and Developmental Disabilities Research Reviews 3, Nr. 4 (1997): 279–81. http://dx.doi.org/10.1002/(sici)1098-2779(1997)3:4<279::aid-mrdd1>3.0.co;2-j.

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5

Green, Robert-Jay. „Family Communication and Children's Learning Disabilities“. Journal of Learning Disabilities 23, Nr. 3 (März 1990): 145–48. http://dx.doi.org/10.1177/002221949002300303.

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6

Stransky, Michelle L., Kristin M. Jensen und Megan A. Morris. „Adults with Communication Disabilities Experience Poorer Health and Healthcare Outcomes Compared to Persons Without Communication Disabilities“. Journal of General Internal Medicine 33, Nr. 12 (24.08.2018): 2147–55. http://dx.doi.org/10.1007/s11606-018-4625-1.

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7

Godsell, Matthew, und Kim Scarborough. „Improving communication for people with learning disabilities“. Nursing Standard 20, Nr. 30 (05.04.2006): 58–65. http://dx.doi.org/10.7748/ns2006.04.20.30.58.c4114.

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8

Adachi, Tadaharu, Kazuoki Kodera, Jin-ichi Shidara und Satoko Ashino. „Influence of Communication Disabilities on Daily Life.“ AUDIOLOGY JAPAN 39, Nr. 3 (1996): 240–44. http://dx.doi.org/10.4295/audiology.39.240.

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9

Godsell, Matthew, und Kim Scarborough. „Improving communication for people with learning disabilities“. Nursing Standard 20, Nr. 30 (05.04.2006): 58–68. http://dx.doi.org/10.7748/ns.20.30.58.s56.

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10

Olney, Marjorie F. „Communication Strategies of Adults with Severe Disabilities“. Rehabilitation Counseling Bulletin 44, Nr. 2 (Januar 2001): 87–94. http://dx.doi.org/10.1177/003435520104400205.

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11

Updike, Jamie, und John McCarthy. „Web Accessibility for People with Communication Disabilities“. ASHA Leader 11, Nr. 13 (September 2006): 34–35. http://dx.doi.org/10.1044/leader.ftr6.11132006.34.

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12

Stauder, Erin. „Including Youth With Communication Disabilities in Sports“. ASHA Leader 24, Nr. 3 (März 2019): 30–31. http://dx.doi.org/10.1044/leader.miw.24032019.30.

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13

Wilkinson, Krista M. „Communication Strategies for People with Developmental Disabilities“. Topics in Language Disorders 16, Nr. 3 (Mai 1996): 84. http://dx.doi.org/10.1097/00011363-199605000-00013.

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14

Schoenbrodt, Lisa, Libby Kumin und John M. Sloan. „Learning Disabilities Existing Concomitantly with Communication Disorder“. Journal of Learning Disabilities 30, Nr. 3 (Mai 1997): 264–81. http://dx.doi.org/10.1177/002221949703000303.

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15

Ladner, Richard E. „Communication Technologies for People With Sensory Disabilities“. Proceedings of the IEEE 100, Nr. 4 (April 2012): 957–73. http://dx.doi.org/10.1109/jproc.2011.2182090.

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16

Davis, M., und S. J. Modell. „Children with disabilities: victimization, sexuality and communication“. Injury Prevention 16, Supplement 1 (01.09.2010): A95. http://dx.doi.org/10.1136/ip.2010.029215.344.

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17

Rowland, Charity, und Philip Schweigert. „Analyzing the Communication Environment to Increase Functional Communication“. Journal of the Association for Persons with Severe Handicaps 18, Nr. 3 (September 1993): 161–76. http://dx.doi.org/10.1177/154079699301800303.

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Many students with severe and multiple disabilities demonstrate severe communication impairments. Efforts to improve communication in these students often embrace a “natural environment” or “milieu” approach, embedding opportunities to communicate within natural, functional activities across the entire schedule of daily activities. In reality, functional activities differ greatly in the degree to which they foster communication. This article describes an environmental inventory designed to allow a teacher or speech-language pathologist to analyze the extent to which a specific activity encourages functional communication for a particular student. The inventory may be used to compare different activities across the student's day or to track the improvement of specific activities that initially may show little communicative value for the student. Reliability and validity data for the inventory are presented along with a case study of its use to monitor and guide improvements in a functional activity to increase communication by a young child with multiple disabilities.
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18

Ribeiro, Larissa Verônica Moreira, und Thelma Helena Costa Chahini. „Information and Communication Technologies in University Libraries“. International Journal for Innovation Education and Research 9, Nr. 9 (01.09.2021): 701–11. http://dx.doi.org/10.31686/ijier.vol9.iss9.3408.

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Digital and assistive technologies are of great relevance to the social, educational, and professional inclusion of persons with disabilities. Within this context, we aim to describe the relevance of information and communication technologies for persons with disabilities in the context of university libraries. Data were collected through a bibliographical research based on secondary sources, namely books, journal articles and other reference materials in the area investigated. The obtained results revealed that although resources such as digital and assistive technologies are available in the market to improve the user experience of persons with disabilities, most university libraries are still lacking several of these resources to supply these users’ information demands. Even with laws ensuring the right to full accessibility, several higher education institutions are still omissive in this regard, leaving their students with disabilities on the margins of the learning process through the support of the university library. On this matter, we emphasize that university libraries must develop their abilities aiming to promote informational and communicational access to users with disabilities using digital and assistive technologies.
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19

JAYANTHI, MADHAVI, VALERIE SAWYER, JANET S. NELSON, WILLIAM D. BURSUCK und MICHAEL H. EPSTEIN. „Recommendations for Homework-Communication Problems“. Remedial and Special Education 16, Nr. 4 (Juli 1995): 212–25. http://dx.doi.org/10.1177/074193259501600405.

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The purpose of this study was to generate recommendations for improving communication between home and school regarding the homework assigned in mainstream classes. specifically, the objectives of the study were to identify recommendations for ameliorating homework-communication problems between (a) parents and classroom teachers, (8) parents and special education teachers, and (c) classroom teachers and special education teachers. subjects for this study were 8 parents of students with mild disabilities, 13 special education teachefs of students with mild disabilities, and 11 classroom teachers who taught students with mild disabilities in their classes. six focus groups were used to generate recommendations. many recommendations for solving homework-communication problems were identified by parents, classroom teachers, and special education teachers. five themes emerged from these recommendations: time and opportunity; knowledge; attitudes and abilities; bypass; and other. these results, as well as limitations of the study and future research needs. are discussed
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20

Zashchirinskaia, Oksana V. „Specificities of Communication in Children with Intellectual Disorders“. Journal of Intellectual Disability - Diagnosis and Treatment 8, Nr. 4 (27.11.2020): 602–9. http://dx.doi.org/10.6000/2292-2598.2020.08.04.2.

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Objective: The purpose of this work is to study the characteristics of communication in children with intellectual disabilities. Background: The study of the specificities of communication in children with intellectual disabilities has become more and more relevant in the past few years. Method: The methodological basis of this study was the combination of various theoretical methods of cognition. Results: In the process of writing this work, the author studied the techniques of verbal and non-verbal communication. The works of Russian and foreign authors, as well as methods of improving communication in children with intellectual disabilities, were considered. It was found that the impact of intellectual disabilities with mild mental retardation on the cognitive, behavioural and emotional-personal spheres of the communicative process naturally entails the emergence of serious difficulties in establishing contacts with people around, and therefore in the process of social adaptation of the child in general. Conclusion: The practical significance of this work lies in the study of the characteristics of communication in children with intellectual disabilities, which will be useful for psychologists, teachers and medical workers. The study and research of this topic will provide further opportunities for the development of a program of psychological influence to optimise communication for children with intellectual disabilities and their adaptation in society.
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21

Brady, Nancy C., Susan Bruce, Amy Goldman, Karen Erickson, Beth Mineo, Bill T. Ogletree, Diane Paul et al. „Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention“. American Journal on Intellectual and Developmental Disabilities 121, Nr. 2 (01.03.2016): 121–38. http://dx.doi.org/10.1352/1944-7558-121.2.121.

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Abstract The National Joint Committee for the Communication Needs of People With Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities.
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22

ȚÎRLEA, Ioana Delia, und Simona Rodica ABRUDAN. „Developing communication abilities in children with intellectual disabilities“. Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VI, Nr. 2 (30.10.2020): 52–61. http://dx.doi.org/10.26744/rrttlc.2020.6.2.05.

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This article presents the importance of the constant use of a programme based on the reading of images in the activities of language therapy for the development of communication skills in students with intellectual disabilities. The first part of the paper presents the particularities of the students with intellectual disability, respectively the particularities of the language and the communication, as well as implications in the educational process. The second part illustrates the analysis of the data obtained as a result of the implementation of the reading program after images in the activities of speech disorder therapy. The objectives, hypothesis and expected results are described. The design of the study is based on the final results with the initial outcomes after the intervention program was applied. The data obtained show that the activities determines positive effects in the development of communication skills, the use of a richer vocabulary, the more complex expression.
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23

Benmarrakchi, Fatimaezzahra, Jamal El Kafi und Ali Elhore. „Communication Technology for Users with Specific Learning Disabilities“. Procedia Computer Science 110 (2017): 258–65. http://dx.doi.org/10.1016/j.procs.2017.06.093.

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24

Travers, Jason C., Matt J. Tincani und Russell Lang. „Facilitated Communication Denies People With Disabilities Their Voice“. Research and Practice for Persons with Severe Disabilities 39, Nr. 3 (September 2014): 195–202. http://dx.doi.org/10.1177/1540796914556778.

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25

Katz, Alissa. „Emergency Communication Excludes People with Disabilities, Report Finds“. Hearing Journal 67, Nr. 7 (Juli 2014): 24. http://dx.doi.org/10.1097/01.hj.0000452253.39731.69.

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26

Taylor, Cathy. „Assessment of communication in people with learning disabilities“. Advances in Mental Health and Learning Disabilities 2, Nr. 4 (Dezember 2008): 15–20. http://dx.doi.org/10.1108/17530180200800035.

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27

Stransky, Michelle L., und Megan A. Morris. „Adults with Communication Disabilities Face Health Care Obstacles“. ASHA Leader 24, Nr. 3 (März 2019): 46–55. http://dx.doi.org/10.1044/leader.ftr1.24032019.46.

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28

Reichle, Joe. „Communication Intervention with Persons Who Have Severe Disabilities“. Journal of Special Education 31, Nr. 1 (April 1997): 110–34. http://dx.doi.org/10.1177/002246699703100110.

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29

Kaiser, Ann P., Peggy P. Hester und Andrea S. McDuffie. „Supporting communication in young children with developmental disabilities“. Mental Retardation and Developmental Disabilities Research Reviews 7, Nr. 2 (2001): 143–50. http://dx.doi.org/10.1002/mrdd.1020.

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30

Biswas, P., und D. Samanta. „Friend: A Communication Aid for Persons With Disabilities“. IEEE Transactions on Neural Systems and Rehabilitation Engineering 16, Nr. 2 (April 2008): 205–9. http://dx.doi.org/10.1109/tnsre.2008.917305.

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31

Duchan, Judith Felson, und Margaret M. Leahy. „Hearing the voices of people with communication disabilities“. International Journal of Language & Communication Disorders 43, s1 (Januar 2008): 1–4. http://dx.doi.org/10.1080/13682820801887570.

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32

Hetzroni, Orit E. „Identifying Intentional Communication in Children With Severe Disabilities“. Perspectives on Augmentative and Alternative Communication 10, Nr. 2 (Juni 2001): 7–10. http://dx.doi.org/10.1044/aac10.2.7.

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33

Hetzroni, Orit E. „Identifying Intentional Communication in Children With Severe Disabilities“. Perspectives on Language Learning and Education 8, Nr. 1 (Juni 2001): 8–11. http://dx.doi.org/10.1044/lle8.1.8.

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34

McLeod, Sharynne, und Travis T. Threats. „The ICF-CY and children with communication disabilities“. International Journal of Speech-Language Pathology 10, Nr. 1-2 (Januar 2008): 92–109. http://dx.doi.org/10.1080/17549500701834690.

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35

Lazenby-Paterson, Tracy, und Hannah Crawford. „Aging in Adults With Intellectual Disabilities“. Perspectives on Gerontology 19, Nr. 1 (Januar 2014): 36–43. http://dx.doi.org/10.1044/gero19.1.36.

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The literature recognizes the important role of the Speech and Language Pathologist (SLP) in the treatment of communication and swallowing disorders in children with Intellectual Disabilities (ID). However there is also a need to emphasize the importance of specialist SLP input across the lifespan of people with ID, and to recognize the specific, ongoing and changing communication and swallowing needs of adults with ID as they get older.
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36

Yanuar, Deni, Zakirah Azman und Eni Tri Retnaningsinh. „Komunikasi Interpersonal Ibu Tunggal dan Anak Penyandang Disabilitas“. Jurnal Komunikasi Global 8, Nr. 2 (31.12.2019): 240–57. http://dx.doi.org/10.24815/jkg.v8i2.15278.

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This study aims to find out the interpersonal communication between single mothers with their children with disabilities in Aceh. The research used symbolic interaction theory with a qualitative descriptive approach. The subject of this study was a single mother who has children with disabilities studying at SMALB YPPC Banda ACEH, selected using a purposive sampling technique. To collect data, the researchers deployed semi-structured interviews on three single mothers who have children with disabilities and observations of their interpersonal communication with their children. The results showed that interpersonal communication of single mothers and children with disabilities varies depending on the child's condition. Many mothers used non-verbal communication especially with deaf children and spoke slowly so that their children could easily understand. In the communication process, single mothers often faced obstacles to get feedback which sometimes caused misunderstandings. The quality of communication, in general, is good because the children demonstrated openness, empathy, support, and positive attitudes in communicating with their mothers.
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37

Sutton, Kate, und Sue Thurman. „Challenging Communication: People with Learning Disabilities who Challenge Services“. International Journal of Language & Communication Disorders 33, S1 (Januar 1998): 415–20. http://dx.doi.org/10.3109/13682829809179461.

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38

Adilzhanova, М. А., und V. А. Zhukova. „FORMATION OF COMMUNICATION SKILLS IN PRESCHOOL CHILDREN WITH DISABILITIES“. Современные наукоемкие технологии (Modern High Technologies), Nr. 7 2020 (2020): 109–15. http://dx.doi.org/10.17513/snt.38143.

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39

Hirdes, John, Kimberly Ellis-Hale und Bonnie Pearson Hirdes. „Prevalence and policy implications of communication disabilities among adults“. Augmentative and Alternative Communication 9, Nr. 4 (Januar 1993): 273–80. http://dx.doi.org/10.1080/07434619312331276691.

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40

Drasgow, Erik, und James W. Halle. „Teaching Social Communication to Young Children with Severe Disabilities“. Topics in Early Childhood Special Education 15, Nr. 2 (April 1995): 164–86. http://dx.doi.org/10.1177/027112149501500203.

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41

Hattier, Megan A., Johnny L. Matson, Megan Sipes und Nicole Turygin. „Communication deficits in infants and toddlers with developmental disabilities“. Research in Developmental Disabilities 32, Nr. 6 (November 2011): 2108–13. http://dx.doi.org/10.1016/j.ridd.2011.08.019.

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42

Cascella, Paul W., und Kevin M. McNamara. „Empowering Students with Severe Disabilities to Actualize Communication Skills“. TEACHING Exceptional Children 37, Nr. 3 (Januar 2005): 38–43. http://dx.doi.org/10.1177/004005990503700306.

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43

ANGELO, DIANNE H. „Enhancing Nonsymbolic Communication Interactions Among Learners with Severe Disabilities“,. Journal of Early Intervention 15, Nr. 2 (April 1991): 209–12. http://dx.doi.org/10.1177/105381519101500212.

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44

Myers, Karen A., und Joni J. Bastian. „Understanding Communication Preferences of College Students With Visual Disabilities“. Journal of College Student Development 51, Nr. 3 (2010): 265–78. http://dx.doi.org/10.1353/csd.0.0129.

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45

De Miranda, Rodrigo Sousa, Carla Oliveira Shubert und Wiliam César Alves Machado. „Communication with people with hearing disabilities: an integrative review“. Revista de Pesquisa: Cuidado é Fundamental Online 6, Nr. 4 (01.10.2014): 1695. http://dx.doi.org/10.9789/2175-5361.2014.v6i4.1695-1706.

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46

Sutton, Halley. „Increase communication between individuals with disabilities and law enforcement“. Disability Compliance for Higher Education 22, Nr. 9 (17.03.2017): 6–7. http://dx.doi.org/10.1002/dhe.30290.

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47

Romski, Mary Ann, und Rose A. Sevcik. „Augmentative and alternative communication for children with developmental disabilities“. Mental Retardation and Developmental Disabilities Research Reviews 3, Nr. 4 (1997): 363–68. http://dx.doi.org/10.1002/(sici)1098-2779(1997)3:4<363::aid-mrdd12>3.0.co;2-t.

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48

Gibbs, Denise P., und Eugene B. Cooper. „Prevalence of Communication Disorders in Students with Learning Disabilities“. Journal of Learning Disabilities 22, Nr. 1 (Januar 1989): 60–63. http://dx.doi.org/10.1177/002221948902200111.

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49

Osguthorpe, Russell T., und Linda Li Chang. „Computerized Symbol Processors for Individuals with Severe Communication Disabilities“. Journal of Special Education Technology 8, Nr. 3 (Dezember 1986): 43–54. http://dx.doi.org/10.1177/016264348700800305.

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Although computerized devices have been used to aid handicapped individuals with their speech, little attention has been given to devices to aid them in producting written communication. The purpose of this article is to describe a study in which newly developed computerized systems were tested with nonspeaking individuals. Students in the study were pretested and posttested on their accuracy and speed in using the symbol boards. The results of the studies showed that students with severe communication impairments can be trained in a relatively short period of time to express themselves independently in writing. Regarding the relative merits of the two systems tested in the studies, it was concluded that both can be effectively used by severely and multiply handicapped students, although one system was viewed as having some unique advantages over the other. Recommendations for further research are discussed.
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50

Ambalu, Shulamit. „Verbal Communication in People with Learning Disabilities: an Overview“. Tizard Learning Disability Review 2, Nr. 4 (Oktober 1997): 15–17. http://dx.doi.org/10.1108/13595474199700033.

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