Supporting Intentional Communication Skills for Children with Profound and Intellectual Multiple Disabilities

dc.contributor.affiliation	Endres, Annika: Universität Koblenz-Landau
dc.contributor.author	Endres, Annika
dc.date.accessioned	2020-07-31T17:01:08Z
dc.date.available	2020-07-31T17:01:08Z
dc.date.issued	2020
dc.identifier.uri	http://hdl.handle.net/10125/69342
dc.subject	Intentional Communication
dc.subject	Intervention
dc.subject	Profound Intellectual and Multiple Disabilities
dc.title	Supporting Intentional Communication Skills for Children with Profound and Intellectual Multiple Disabilities
dc.type	Conference Paper
dc.type.local	Research/Theory Focus
dcterms.abstract	This study analyzes pedagogical conditions for the intervention of intentional communication (IC) for children with profound intellectual and multiple disabilities (PIMD). Results indicate that the engagement of reference persons is a central component in the intervention of IC.
dcterms.extent	17 pages
dcterms.language	English
dcterms.publisher	Center on Disability Studies, University of Hawaiʻi at Mānoa
dcterms.rights	Creative Commons License: CC-BY
dcterms.rightsholder	Center on Disability Studies, University of Hawaiʻi at Mānoa
dcterms.type	Text

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