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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