Literaturnachweis - Detailanzeige
| Autor/in | Athey, Irene |
|---|---|
| Titel | Theories and Models of Human Development: Their Implications for the Education of the Deaf. |
| Quelle | (1984), (95 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Career Development; Child Development; Cognitive Development; Deafness; Developmental Psychology; Language Acquisition; Models; Moral Development; Personality Traits; Theories |
| Abstract | Part of a collection of papers commissioned by Foundations, a development project that examined the career development needs of students entering the National Technical Institute for the Deaf, the paper reviews a range of developmental theories and models that pertain to adolescents and young adults. An attempt is made to create a composite picture of the "typical" person of that age, and the models are scrutinized for indications or predictions about the behavior of individuals who, because of some handicapping condition and/or environmental deprivation, fail to reach or deviate from the expected "norm." The following seven types of theories and models are addressed (wherever possible, for each type, specific examples of maturational-biological, environmental, and interactionist approaches are cited): philosophical, cognitive-learning, language, personality, morality, education, and vocational. Implications of the various models for the deaf adolescent are then examined in terms of such topics as early experiences of trust and autonomy, questions of identity, issues of industry vs. inferiority, and cognitive and linguistic potential. (CL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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