Notice bibliographique
Résumé
The caregiver family plays an integral role in promoting the overall functioning of the family unit. The six caregiver families in this study were nuclear families in Manitoba who are of hearing status and are raising a child who has special needs in communication. Caregivers shared their parenting experiences as they learned about deafness, took on new roles to meet the needs of their children, and carried out work to bridge the gaps between the deaf child and social systems, such as the school, recreational, and medical systems. The findings from this qualitative study share how caregiver families moved from knowing nothing about deafness to acquiring knowledge and specialized skills on deafness, and deaf-blindness, from their child’s birth to school entry. Several families described their struggles in obtaining resources for their deaf children. Two families relocated to a city so their child could attend a school for the deaf, who teaches academic material using the American Sign Language (ASL). Relocation experiences were described as a grieving process and required multiple adjustments in their life. The families undertook extensive work to establish a shared language in their home so the child could access family life. Once language was established in the home, caregivers further created social linkages between their child and social institutions outside the home. Families also provided recommendations on how hearing people could support the child and his or her family, and offered advice to caregivers and anyone else new to deafness with their perspectives on how others may address typical barriers that they may encounter along the way. This study refers to the Ecological perspective and Empowerment theory and is discussed in the literature review describing the caregiver roles, work and approach to facilitate the integrative linkages between their home, extended family, friends, school, medical professionals, and hearing public.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».