Social Competence of Deaf and Hard-of-Hearing Children

Social Competence of Deaf and Hard-of-Hearing Children

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Description

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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Product details

  • Paperback | 304 pages
  • 157 x 236 x 14mm | 436g
  • New York, United States
  • English
  • 0199957738
  • 9780199957736
  • 1,028,073

Table of contents

Table of Contents ; Chapter 1: Why Write a Book on the Social Competence of Deaf and Hard-of-Hearing (DHH) Children? ; Chapter 2: Social Competence and Its Importance ; Chapter 3: Social Competence of Young DHH Children ; Chapter 4: Social Competence of School-Age Children ; Chapter 5: Factors Influencing Social-Competence Development and Outcomes ; Chapter 6: A Primer on Understanding Instruments That Measure Social Competence ; Chapter 7: Checklists and Questionnaires to Assess DHH Children's Social Skills ; Chapter 8. The Use of Observation and Sociometric Methods to Assess Social Behavior and Friendship Patterns ; Chapter 9: Framework for Promoting Social Competence ; Chapter 10: How to Promote Social Competence of Young DHH Children: The Role of the Family ; Chapter 11: Promoting Social Competence of Young DHH Children: The Role of Schools and Professionals ; Chapter 12: How to Promote Social Competence of School-Age DHH Children: The Role of the Family and Community ; Chapter 13: Promoting Social Competence of School-Age DHH Children: The Role of Schools and Professionals ; Chapter 14: Conclusions
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Review quote

The book is a must read * Nina Wolters-Leermakers, Journal of Deaf Studies and Deaf Education *
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About Shirin D. Antia

Shirin D. Antia is a professor in the University of Arizona's College of Education and has been involved in education of deaf and hard-of-hearing children since 1971. She has taught DHH children in the United States and in India and has been involved in teacher preparation and research. She is the recipient of several research grants to develop peer-interaction interventions and to examine the social and academic progress of DHH students in public
schools.

Kathryn H. Kreimeyer is an associate professor of practice in the Department of Disability and Psychoeducational Studies within the University of Arizona's College of Education, where she prepares graduate-level teachers of deaf and hard-of-hearing children. She and Dr. Antia have worked collaboratively for thirty years to conduct and publish research on the social competence of children who are deaf or hard of hearing.
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