| dc.contributor.author | Swanwick R. | |
| dc.contributor.author | Fobi D. | |
| dc.contributor.author | Fobi J. | |
| dc.contributor.author | Appau O. | |
| dc.date.accessioned | 2022-10-31T15:05:01Z | |
| dc.date.available | 2022-10-31T15:05:01Z | |
| dc.date.issued | 2022 | |
| dc.identifier.issn | 7380593 | |
| dc.identifier.other | 10.1016/j.ijedudev.2022.102594 | |
| dc.identifier.uri | http://41.74.91.244:8080/handle/123456789/170 | |
| dc.description | Swanwick, R., School of Education, University of Leeds, UK, England, United Kingdom; Fobi, D., Department of Special Education, University of Education, Winneba, P. O. Box 25, Winneba, Ghana; Fobi, J., Department of Special Education, University of Education, Winneba, P. O. Box 25, Winneba, Ghana; Appau, O., Department of Special Education, University of Education, Winneba, P. O. Box 25, Winneba, Ghana | en_US |
| dc.description.abstract | Early childhood care and education (ECCE) for deaf1 is facilitated in economically rich countries by early identification and prompt access to family-centred intervention. For most low-income countries, this starting point cannot be assumed, and context-sensitive models are needed. Interviews with caregivers of deaf children in Ghana highlight the value of understanding the influence of the environment on caregiver-child relationships and supportive interaction as a basis for the development of ECCE. � 2022 Elsevier Ltd | en_US |
| dc.publisher | Elsevier Ltd | en_US |
| dc.subject | Deaf children | en_US |
| dc.subject | Deaf education | en_US |
| dc.subject | Early childhood education | en_US |
| dc.subject | Inclusive education | en_US |
| dc.title | Shaping the early care and education of young deaf children in Ghana | en_US |
| dc.type | Article | en_US |
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