Ondersteun
ing aan
personen
Literatuur
met
2025-2026
beperkinge
n
,Inhoudsopgave
Children with disabilities - Batshaw, M.L. (2019) Hoofdstuk 1 - genetica die ten grondslag ligt aan
ontwikkelingsstoornissen.............................................................................................................................. 3
Oliver, C., Woodcock, K., & Adams, D. (2010). The importance of aetiology of intellectual disability. Learning
Disability: A life cycle approach to valuing people, 135-146..........................................................................13
Buntinx, W. (2020a). Kwaliteit van bestaan. Reflectie en vergelijking met de capability approach, het
waardigheidsparadigma en positieve gezondheid......................................................................................... 17
Dorsman, N.I., Waninge, A., van der Schans, C.P., Luijkx, J., & Van der Putten, A.A. (2023). The roles of adult
siblings of individuals with a profound intellectual disability. Journal of Applied Research in Intellectual
Disabilities. ................................................................................................................................................ 21
Luitwieler, N., Luijkx, J., Salavati, M., Van der Schans, C. P., Van der Putten, A. J., & Waninge, A. (2021).
Variables related to the quality of life of families that have a child with severe to profound intellectual
disabilities: A systematic review. Heliyon, 7(7), e07372................................................................................24
Maes, B., Nijs, S., Vandesande, S., Van Keer, I., Arthur ‐Kelly, M., Dind, J., ... & Van der Putten, A. (2021).
Looking back, looking forward: Methodological challenges and future directions in research on persons with
profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 34(1),
250-262....................................................................................................................................................... 27
Van der Putten, A.A.J., Vlaskamp, C., Luijkx, J., & Poppes, P. (2017). Kinderen en volwassenen met zeer
ernstige verstandelijke en meervoudige beperkingen: tijd voor een nieuw perspectief.................................29
Wessels, M. D., van der Putten, A. A., & Paap, M. C. (2021). Inventory of assessment practices in people with
profound intellectual and multiple disabilities in three European countries. Journal of Applied Research in
Intellectual Disabilities, 34(6), 1521-1537..................................................................................................... 32
Children with disabilities - Batshaw, M.L. (2019). Hoofdstuk 21: Cerebrale Parese........................................34
Children with disabilities - Batshaw, M.L. (2019). Hoofdstuk 23: verworven hersenletsel..............................40
De ICF - Internationale classificatie van het menselijk functioneren of ICF- CY...............................................43
Fluss, J., & Lidzba, K. (2020). Cognitive and academic profiles in children with cerebral palsy: A narrative
review. Annals of physical and rehabilitation medicine, 63(5), 447-456.........................................................44
Smits-Engelsman, B., Denysschen, M., Lust, J., Coetzee, D., Valtr, L., Schoemaker, M., & Verbecque, E. (2024).
Which outcomes are key to the pre-intervention assessment profile of a child with developmental
coordination disorder? A systematic review and meta-analysis. Biomedical Journal, 100768........................46
Fang, S., & Ding, D. (2020). A meta-analysis of the efficacy of acceptance and commitment therapy for
children. Journal of Contextual Behavioral Science, 15, 225-234...................................................................48
Gimeno, H., & Polatajko, H. (2025). The Cognitive Orientation to daily Occupational Performance approach in
childhood‐onset disabilities. Developmental Medicine & Child Neurology, 67, 977-985. ...............................50
Jenkin, T., D’Cruz, K., Anderson, V., Scheinberg, A., & Knight, S. (2023). Family-centred service in paediatric
acquired brain injury rehabilitation: perspectives of children and adolescents and their families. Disability
and rehabilitation, 45(19), 3087-3098........................................................................................................... 55
1
,Laatsch, L., Dodd, J., Brown, T., Ciccia, A., Connor, F., Davis, K., ... & Murphy, S. (2020). Evidence-based
systematic review of cognitive rehabilitation, emotional, and family treatment studies for children with
acquired brain injury literature: From 2006 to 2017. Neuropsychological Rehabilitation, 30, 130-161...........57
2
, Petersen, J. M., Ona, P. Z., & Twohig, M. P. (2024). A review of acceptance and commitment therapy for
adolescents: developmental and contextual considerations. Cognitive and Behavioral Practice, 31(1), 72-89.
.................................................................................................................................................................... 59
Resch, C., Hurks, P. P., & van Heugten, C. M. (2020). Cognitieve revalidatie voor kinderen en jongeren met
niet-aangeboren hersenletsel: wat zijn de effectieve componenten? Neuropraxis, 24, 66-73........................61
Silberg, T., Kapil, N., Caven, I., Levac, D., & Fehlings, D. (2023). Cognitive behavioral therapies for individuals
with cerebral palsy: A scoping review. Developmental Medicine & Child Neurology, 65(8), 1012-1028..........63
Heppe, E. et al. De Nederlandse functionele definitie van doofblindheid. Deelkracht & Kennis over Zien, 2021
.................................................................................................................................................................... 65
Hill-Briggs, F. Dial, J.G. Morere, D.A., & Joyce, A. (2007). Neuropsychological assessment of persons with
physical disability, visual impairment or blindness, and hearing impairment or deafness. Archives of Clinical
Neuropsychology, 22, 389–404..................................................................................................................... 68
Nicholas, J. (2020). Cognitive assessment of children who are deafblind: Perspectives and suggestions for
assessments. Frontiers in psychology, 11, 571358......................................................................................... 71
Ruiter, S., Nakken, H., Janssen, M., Van der Meulen, J., & Looijestijn, P. (2011). Adaptive assessment of young
children with visual impairment. British Journal of Visual Impairment, 29, 93-112........................................74
Dale, N. J., Sakkalou, E., O'Reilly, M. A., Springall, C., Sakki, H., Glew, S., Pissaridou, E., de Haan, M., & Salt, A.
T. (2019). Home‐based early intervention in infants and young children with visual impairment using the
Developmental Journal: longitudinal cohort study. Developmental Medicine & Child Neurology, 61(6), 697-
709.............................................................................................................................................................. 77
Jaiswal, A., Aldersey, H., Wittich, W., Mirza, M., & Finlayson, M. (2018). Participation experiences of people
with deafblindness or dual sensory loss: A scoping review of global deafblind literature. PloS one, 13(9),
e0203772..................................................................................................................................................... 80
Janssen, M.J., Riksen-Walraven, J.M., van Dijk, J.P.M. & Ruijssenaars, W.A.J.J.M. (2010). Interaction Coaching
with Mothers of Children with Congenital Deaf-blindness at Home: Applying the Diagnostic Intervention
Model. Journal of Visual Impairment, 15-29................................................................................................. 83
Preisler, G., Tvingstedt, A.L. & Ahlström, M. (2002). A psychosocial follow-up study of deaf preschool children
using cochlear implants. Child: Care, Health & Development, 28(5), 403-418................................................87
Suárez, M. (2000). Promoting social competence in deaf students: the effect of an intervention program.
Journal of Deaf Studies and Deaf Education, 5(4), 323-336............................................................................89
3
ing aan
personen
Literatuur
met
2025-2026
beperkinge
n
,Inhoudsopgave
Children with disabilities - Batshaw, M.L. (2019) Hoofdstuk 1 - genetica die ten grondslag ligt aan
ontwikkelingsstoornissen.............................................................................................................................. 3
Oliver, C., Woodcock, K., & Adams, D. (2010). The importance of aetiology of intellectual disability. Learning
Disability: A life cycle approach to valuing people, 135-146..........................................................................13
Buntinx, W. (2020a). Kwaliteit van bestaan. Reflectie en vergelijking met de capability approach, het
waardigheidsparadigma en positieve gezondheid......................................................................................... 17
Dorsman, N.I., Waninge, A., van der Schans, C.P., Luijkx, J., & Van der Putten, A.A. (2023). The roles of adult
siblings of individuals with a profound intellectual disability. Journal of Applied Research in Intellectual
Disabilities. ................................................................................................................................................ 21
Luitwieler, N., Luijkx, J., Salavati, M., Van der Schans, C. P., Van der Putten, A. J., & Waninge, A. (2021).
Variables related to the quality of life of families that have a child with severe to profound intellectual
disabilities: A systematic review. Heliyon, 7(7), e07372................................................................................24
Maes, B., Nijs, S., Vandesande, S., Van Keer, I., Arthur ‐Kelly, M., Dind, J., ... & Van der Putten, A. (2021).
Looking back, looking forward: Methodological challenges and future directions in research on persons with
profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 34(1),
250-262....................................................................................................................................................... 27
Van der Putten, A.A.J., Vlaskamp, C., Luijkx, J., & Poppes, P. (2017). Kinderen en volwassenen met zeer
ernstige verstandelijke en meervoudige beperkingen: tijd voor een nieuw perspectief.................................29
Wessels, M. D., van der Putten, A. A., & Paap, M. C. (2021). Inventory of assessment practices in people with
profound intellectual and multiple disabilities in three European countries. Journal of Applied Research in
Intellectual Disabilities, 34(6), 1521-1537..................................................................................................... 32
Children with disabilities - Batshaw, M.L. (2019). Hoofdstuk 21: Cerebrale Parese........................................34
Children with disabilities - Batshaw, M.L. (2019). Hoofdstuk 23: verworven hersenletsel..............................40
De ICF - Internationale classificatie van het menselijk functioneren of ICF- CY...............................................43
Fluss, J., & Lidzba, K. (2020). Cognitive and academic profiles in children with cerebral palsy: A narrative
review. Annals of physical and rehabilitation medicine, 63(5), 447-456.........................................................44
Smits-Engelsman, B., Denysschen, M., Lust, J., Coetzee, D., Valtr, L., Schoemaker, M., & Verbecque, E. (2024).
Which outcomes are key to the pre-intervention assessment profile of a child with developmental
coordination disorder? A systematic review and meta-analysis. Biomedical Journal, 100768........................46
Fang, S., & Ding, D. (2020). A meta-analysis of the efficacy of acceptance and commitment therapy for
children. Journal of Contextual Behavioral Science, 15, 225-234...................................................................48
Gimeno, H., & Polatajko, H. (2025). The Cognitive Orientation to daily Occupational Performance approach in
childhood‐onset disabilities. Developmental Medicine & Child Neurology, 67, 977-985. ...............................50
Jenkin, T., D’Cruz, K., Anderson, V., Scheinberg, A., & Knight, S. (2023). Family-centred service in paediatric
acquired brain injury rehabilitation: perspectives of children and adolescents and their families. Disability
and rehabilitation, 45(19), 3087-3098........................................................................................................... 55
1
,Laatsch, L., Dodd, J., Brown, T., Ciccia, A., Connor, F., Davis, K., ... & Murphy, S. (2020). Evidence-based
systematic review of cognitive rehabilitation, emotional, and family treatment studies for children with
acquired brain injury literature: From 2006 to 2017. Neuropsychological Rehabilitation, 30, 130-161...........57
2
, Petersen, J. M., Ona, P. Z., & Twohig, M. P. (2024). A review of acceptance and commitment therapy for
adolescents: developmental and contextual considerations. Cognitive and Behavioral Practice, 31(1), 72-89.
.................................................................................................................................................................... 59
Resch, C., Hurks, P. P., & van Heugten, C. M. (2020). Cognitieve revalidatie voor kinderen en jongeren met
niet-aangeboren hersenletsel: wat zijn de effectieve componenten? Neuropraxis, 24, 66-73........................61
Silberg, T., Kapil, N., Caven, I., Levac, D., & Fehlings, D. (2023). Cognitive behavioral therapies for individuals
with cerebral palsy: A scoping review. Developmental Medicine & Child Neurology, 65(8), 1012-1028..........63
Heppe, E. et al. De Nederlandse functionele definitie van doofblindheid. Deelkracht & Kennis over Zien, 2021
.................................................................................................................................................................... 65
Hill-Briggs, F. Dial, J.G. Morere, D.A., & Joyce, A. (2007). Neuropsychological assessment of persons with
physical disability, visual impairment or blindness, and hearing impairment or deafness. Archives of Clinical
Neuropsychology, 22, 389–404..................................................................................................................... 68
Nicholas, J. (2020). Cognitive assessment of children who are deafblind: Perspectives and suggestions for
assessments. Frontiers in psychology, 11, 571358......................................................................................... 71
Ruiter, S., Nakken, H., Janssen, M., Van der Meulen, J., & Looijestijn, P. (2011). Adaptive assessment of young
children with visual impairment. British Journal of Visual Impairment, 29, 93-112........................................74
Dale, N. J., Sakkalou, E., O'Reilly, M. A., Springall, C., Sakki, H., Glew, S., Pissaridou, E., de Haan, M., & Salt, A.
T. (2019). Home‐based early intervention in infants and young children with visual impairment using the
Developmental Journal: longitudinal cohort study. Developmental Medicine & Child Neurology, 61(6), 697-
709.............................................................................................................................................................. 77
Jaiswal, A., Aldersey, H., Wittich, W., Mirza, M., & Finlayson, M. (2018). Participation experiences of people
with deafblindness or dual sensory loss: A scoping review of global deafblind literature. PloS one, 13(9),
e0203772..................................................................................................................................................... 80
Janssen, M.J., Riksen-Walraven, J.M., van Dijk, J.P.M. & Ruijssenaars, W.A.J.J.M. (2010). Interaction Coaching
with Mothers of Children with Congenital Deaf-blindness at Home: Applying the Diagnostic Intervention
Model. Journal of Visual Impairment, 15-29................................................................................................. 83
Preisler, G., Tvingstedt, A.L. & Ahlström, M. (2002). A psychosocial follow-up study of deaf preschool children
using cochlear implants. Child: Care, Health & Development, 28(5), 403-418................................................87
Suárez, M. (2000). Promoting social competence in deaf students: the effect of an intervention program.
Journal of Deaf Studies and Deaf Education, 5(4), 323-336............................................................................89
3
