
Contents
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Social Relations and Human Development Social Relations and Human Development
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The Psychological Meaning of Social Relationships with Significant Others The Psychological Meaning of Social Relationships with Significant Others
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The Diversity of Social Relationships During the Course of Life The Diversity of Social Relationships During the Course of Life
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Social Relations of Deaf and Hard-of-Hearing Children in Educational Settings Social Relations of Deaf and Hard-of-Hearing Children in Educational Settings
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Social Relations of Deaf and Hard-of-Hearing Children and Academic and Social Outcomes Social Relations of Deaf and Hard-of-Hearing Children and Academic and Social Outcomes
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The Importance of Peer Relations for Deaf and Hard-of-Hearing Children The Importance of Peer Relations for Deaf and Hard-of-Hearing Children
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Assessment of Social Relationships in Deaf and Hard-of-Hearing Children Assessment of Social Relationships in Deaf and Hard-of-Hearing Children
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Interventions to Strengthen Positive Relationships of Deaf and Hard-of-Hearing Children with Significant Others Interventions to Strengthen Positive Relationships of Deaf and Hard-of-Hearing Children with Significant Others
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Enhancing Parent–Child Relations Enhancing Parent–Child Relations
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Enhancing Teacher–Student Relations Enhancing Teacher–Student Relations
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Peer Relations Peer Relations
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Conclusions Conclusions
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References References
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13 Social Relations of Deaf Learners: Important Resources for Socioemotional Well-Being and Academic Success
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Published:August 2015
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Abstract
Strong social relations give us emotional support and help us know who we are and where we belong. They also help us to manage academic challenges. Since social relations depend on communicative exchange, deaf and hard-of-hearing (DHH) children are disadvantaged from the start in their social relations. This chapter looks at what research tells us about the challenges that face DHH students in general and the challenges they must manage at school in order to live a happy life. Classroom participation of DHH students at general education schools as well as at special schools for the DHH may play a crucial role. The chapter also reviews the challenges that face those who live and work with these children. Recommendations are given as to how parents, teachers, and peers can support the well-being of DHH children, including opportunities to assess their social relations within educational settings.
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