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Posters 1: Biological, bio‐behavioural, cognition, communication, social impairment, PIMD
Author(s) -
Cataudella S,
Fadda S,
Ferri R
Publication year - 2010
Publication title -
journal of applied research in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.056
H-Index - 63
eISSN - 1468-3148
pISSN - 1360-2322
DOI - 10.1111/j.1468-3148.2010.00597_1.x
Subject(s) - citation , cognitive impairment , psychology , cognition , library science , computer science , psychiatry
Aim: To investigate the psychosocial development of deaf children with ID\udwho attend an integrated (deaf and hearing students) and bilingual (Italian and\udItalian Sign Language) school. The aim was to identify the resources in the family\udand scholastic contexts and structure interventions to promote adaptive skills.\udMethod: The sample comprised 34 hearing, 11 deaf and 4 deaf with ID students,\udfrom 1st to 5th grade. Parents and teachers were involved in the research.\udWe investigated: children’s adaptive behaviour (ABAS II), parental stress (PSI)\udand children’s behaviour in class (videotaped observation). Results: Parents\udand teachers representation of children’s development focuses on different\udaspects. Parents of deaf children with ID had higher PSI scores. Class observations\udshowed a higher prevalence of oppositional behaviour in deaf children\udwith ID. Moreover, they used sign language as a preferred communication\udmethod with peers and teachers. Conclusion: Teachers’ and parents’ collective\udknowledge promotes a better understanding of children’s adaptive competence.\udWhen a high level of stress is observed, parenting support programmes are\udimplemented to improve the parent-child relationship. An integrated and bilingual\udcontext facilitates the psychosocial development of deaf children with I