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Auditory (Re)Habilitation for Adolescents with Hearing LossTheory and Practice$
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Jill Duncan, Ellen A. Rhoades, and Elizabeth M. Fitzpatrick

Print publication date: 2014

Print ISBN-13: 9780195381405

Published to Oxford Scholarship Online: April 2014

DOI: 10.1093/acprof:oso/9780195381405.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 17 November 2019

Strategies for Facilitating Social Communication of Adolescents with Hearing Loss

Strategies for Facilitating Social Communication of Adolescents with Hearing Loss

Chapter:
(p.226) 11 Strategies for Facilitating Social Communication of Adolescents with Hearing Loss
Source:
Auditory (Re)Habilitation for Adolescents with Hearing Loss
Author(s):

Jill Duncan

Ellen A. Rhoades

Elizabeth M. Fitzpatrick

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195381405.003.0011

This chapter discusses regular classroom learning environments as an educational context. It introduces the concept of inclusion and emphasizes the critical need for partnerships between practitioners, parents, teachers and other school personnel, peers, and adolescents themselves. It discusses how these various individuals contribute to facilitating social interaction, communication development, and learning in inclusive environments. The chapter places a particular emphasis on peer relationships and the development of prosocial skills during adolescence. It provides several strategies aimed at enhancing prosocial skills and includes specific practical examples of how practitioners can guide adolescents in developing these skills in regular learning environments.

Keywords:   inclusion, classroom, social communication, social connectedness, social skills, prosocial skills, peer relationships, peer support

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