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Peer interactions among children with profound intellectual and multiple disabilities during group activities

By: Nijs, Sara.
Contributor(s): Penne, Anneleen | Vlaskamp, carla | Maes, Bea.
Series: Journal of Applied Research in Intellectual Disabilities 29 (4) July 2016: 366-377. 2016Subject(s): PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES | CHILDREN | PEER INTERACTION | GROUP ACTIVITIES | POSITIONING | THE NETHERLANDS | SOCIAL SCAFFOLDINGOnline resources: Click to read article online IHC Library Members Summary: Notes that children with profound intellectual and multiple disabilities (PIMD) meet other children with PIMD in day care centres or schools. This study explores the peer-directed behaviours of children with PIMD, the peer interaction-influencing behaviour of the direct support workers and the children’s positioning.
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Notes that children with profound intellectual and multiple disabilities (PIMD) meet other children with PIMD in day care centres or schools. This study explores the peer-directed behaviours of children with PIMD, the peer interaction-influencing behaviour of the direct support workers and the children’s positioning.

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