Harmonious Interactions. Practice Perspectives--Highlighting Information in Deaf-Blindness. Number 1

Autor/in	Malloy, Peggy
Institution	National Consortium on Deaf-Blindness (NCDB)
Titel	Harmonious Interactions. Practice Perspectives--Highlighting Information in Deaf-Blindness. Number 1
Quelle	(2007), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Nonverbal Communication; Deafness; Quality of Life; Caregivers; Foreign Countries; Deaf Blind; Well Being; Interpersonal Relationship; Teacher Student Relationship; Listening Skills; Disabilities; Netherlands + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Gehörlosigkeit; Taubstummheit; Lebensqualität; Caregiver; Carer; Betreuungsperson; Pfleger; Ausland; Mehrfach Behinderter; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Handicap; Behinderung; Niederlande
Abstract	Everyone needs close connections with other people--the good feeling of being with someone who understands you and with whom you can share experiences and emotions. When people interact harmoniously, their attitudes and actions toward one another are comfortable and reassuring. Harmonious interactions are essential for all human beings, including people who are deaf-blind. They form the foundation of our well-being and quality of life. During childhood, particularly during infancy, harmonious interactions with primary caregivers are the basis for healthy social, emotional, and communication development. Children need these experiences to feel safe and gain confidence to try new things and explore the world. Making eye contact, reading facial expressions, and listening and responding to voices are important ways that children with normal hearing and vision interact with caregivers. For children who are deaf-blind, these senses are greatly decreased or absent. As a result, naturally occurring opportunities to interact with others are limited. Many children also have additional disabilities or health problems that create further barriers to interactions. This paper describes the importance of teaching families and educators the techniques to create and maintain high-quality interactions with children who are deaf-blind. Dr. Marleen Janssen and her colleagues, researchers in the Netherlands, have studied the specific qualities of interactions that are important for children who are deaf-blind and have developed techniques to teach families and educators how to improve their interactions. They found that when family members and teachers make positive changes in their own attitudes and behaviors, children respond by interacting more positively. (ERIC).
Anmerkungen	National Consortium on Deaf-Blindness. Teaching Research Institute Western Oregon University 345 North Monmouth Avenue, Monmouth, OR 97361. Tel: 800-438-9376; Fax: 503-838-8150; e-mail: info@nationaldb.org; Web site: http://www.nationaldb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10