A Survey of Communication Disorders for the Classroom Teacher
Pearson (Verlag)
978-0-205-30804-0 (ISBN)
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This text assists the educational professional in the understanding, identification, and remediation of communication disorders in children and adolescents in inclusive settings.
While meeting the specific prescriptive remediation needs of individuals with communication disorders remains the primary responsibility of the speech-language professional, in light of legislation and emerging trends in educating children with disabilities, a shared responsibility resides with the classroom teacher and other members of the educational team. Appropriate vignettes and glossary are provided in an effort to bridge the jargon gap and for those who may not have experience with communication principles or pathologies. Relevant, practical strategies are offered and each chapter presents a logical sequence of functional information that clearly addresses the stated objectives. The content, as well as the bibliography, is current. Both attempt to blend classic literature with current findings from respected literature. Reflections, activities, and suggested reading lists are also provided.
All chapters begin with “Chapter Objectives” and “Vignettes.” Most chapters include “Activity,” “Reflection,” “Summary,” and “References and Suggested Readings.”
1.Language, Speech, and Communication: An Overview by Martha Lue and Mary Little.
Communication.
Language.
Speech.
Changing Roles for Teachers.
Overview of Book Chapters.
2.The Speech Process: How It Works by Martha Lue.
The Central Nervous System.
The Respiratory System.
The Phonation Mechanism.
The Resonation System.
The Articulation System.
3.Early Communication Development by Lee Cross.
Theories of Language Development.
Prelinguistic (Preverbal) Development.
Strategies to Encourage Prelinguistic Communication.
Early Language Development.
Strategies to Facilitate the Development of Communication Skills.
Emergent Literacy.
4.The Development of Language Skills in School Age Children by Lee Cross.
The Components of Language.
5The Culturally and Linguistically Diverse Exceptional Learner by Martha Lue.
Challenges of Demographic Change.
State and Federal Laws.
The Language Minority/Limited English Proficiency (LEP) Child.
Culture of Home and School.
Intercultural/Intracultural Competence.
Cultural Sensitivity and School Success.
Effective Home and School Collaboration.
Language Difference and Language Disorder.
Family and Community Involvement.
Provisions of Services and Individuals with Disabilities Education Act (IDEA).
Strategies for Instructing Diverse Populations: The Role of Teachers.
Acculturation.
Strategies for Developing a Culturally Responsive Classroom.
6.Teaching Language Skills to Students with Mild Disabilities by Mary Little.
Students with Mental Retardation.
Students with Learning Disabilities.
Students with Serious Emotional Disturbances.
Roles and Responsibilities of the Teacher.
A Call to Action: Instructional Decision-Making.
Language Instruction: Specific Considerations and Strategies.
Specific Lessons and Ideas.
7.Problems of Phonology/Articulation: Identification and Remediation by Martha Lue.
Language Parameters.
Phonology versus Articulation.
The Phonological System.
Young Children and Phonological Awareness.
Phonological Processing.
The International Phonetic Alphabet (IPA).
Problems of Phonology.
Classification of Phonological Errors.
Factors Contributing to Phonological Problems.
“At-Risk” or “High-Risk Populations” for Language Monitoring.
Identifying Children with Language Problems.
Strategies for Working with Youngsters Exhibiting Phonological or Articulation Problems.
8.Problems of Voice and Fluency: Identification and Remediation by Martha Lue.
Disorders of Voice.
Voice Disorders in School-Age Children.
Vocal Hygiene and the Classroom Teacher.
Problems of Fluency.
Research Related to Stuttering.
Description of Ctuttering.
Disorders of Fluency: Helpful Hints for Prevention/Remediation.
Stuttering at a Glance: Things Teachers Should Know.
9.Problems of Hearing: Identification and Remediation by Martha Lue.
The Hearing Mechanism.
Description of the Hearing Process.
Nature/Types of Hearing Loss.
Language Development and Hearing Loss.
Educational Approaches.
Educational Implications for Youngsters with Hearing Impairments.
Early Identification and Behavioral Indications of a Possible Hearing Loss.
Assessing Individuals with a Hearing Loss.
American with Disabilities Act (ADA) and Individuals with Hearing Impairments.
The Hard-of-Hearing Child in the Classroom.
Working with Students with Hearing Loss.
10.Special Population by Martha Lue.
Syndromes and Communication Problems.
11.Augmentative/Alternative Communication and Assistive Technology by Gwendolyn Alexander and Martha Lue.
Mandates for Assistive Technology.
Communication Barriers Encountered by Students.
Candidates for Assistive Technology.
Categories of Assistive Technology.
Augmentative and Alternative Communication (AAC).
Facilitated Communication.
Assistive Technology and Students with Visual Impairments.
Positioning and Use of Augmentative and Alternative Communication Systems.
Funding Options.
What a Teacher Needs to Know about Assistive Technology.
12.Collaboration: The Role of the Speech-Language Pathologist and the Special Educator in the Inclusive Process by Martha Lue.
Special Education: The Profession from a Historical Perspective.
Collaboration Defined.
Service Delivery Models for Speech-Language Pathologists and Special Educators.
Models for Delivery of Services in Special Education.
Important Readings on Collaboration.
| Erscheint lt. Verlag | 28.2.2002 |
|---|---|
| Sprache | englisch |
| Maße | 178 x 235 mm |
| Gewicht | 472 g |
| Themenwelt | Kunst / Musik / Theater ► Theater / Ballett |
| Sachbuch/Ratgeber ► Sport ► Tanzen / Tanzsport | |
| ISBN-10 | 0-205-30804-X / 020530804X |
| ISBN-13 | 978-0-205-30804-0 / 9780205308040 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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