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Información del autor
Autor Nevins, Mary Ellen
Documentos disponibles escritos por este autor
Refinar búsquedaHelping deaf and hard of hearing students to use spoken language / Susan R Easterbrooks
Título : Helping deaf and hard of hearing students to use spoken language : a guide for educators and families Tipo de documento: texto impreso Autores: Susan R Easterbrooks, Autor ; Ellen L Estes, Autor ; Nevins, Mary Ellen, Prefacio, etc Editorial: Thousand Oaks : Corwin Press Fecha de publicación: c2007 Número de páginas: 205 p. Il.: il. ISBN/ISSN/DL: 978-1-412-92733-8 Idioma : Inglés (eng) Clasificación: Accesibilidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:Infancia
Medicina:Atención Temprana
Medicina:Implante coclearNota de contenido: Contents
Foreword / Nevins, Mary Ellent
Preface
Acknowledgments
About the authors
1. The art of intervention
1.1. Listening and spoken language interventions: a model and activities for helping children
1.2. Early detection and intervention for infants and toddlers
1.2.1. Early detection and intervention
1.2.2. Necessary services for infants, toddlers, and their families
1.2.3. How listening develops in infants and toddlers
1.2.4. How infants develop spoken language
1.2.5. How toddlers develop spken language
1.2.6. Interventions for babies
1.2.7. Applying the model with babies
1.2.8. Interventions for toddlers
1.2.9. Applying the model with toddlers
1.2.10. If a child if not making measurable progress
1.2.11. The need for flexible models
1.3. Interventions for preschoolers
1.3.1. Collaborating with service providers
1.3.2. What you need to know about a child’s hearing loss
1.3.2.1. Type
1.3.2.2. Degree
1.3.2.3. Laterality
1.3.2.4. Stability
1.3.2.5. Cause
1.3.2.6. Age of acquisition
1.3.3. What you eneed to know about previous intervention
1.3.4. What you need to know about listening technology
1.3.5. What you need to know about a child with no prior services
1.3.6. Planning and implementing instruction and intervention
1.3.7. Factors to consider when planning lessons
1.3.8. Techniques to use when conducting a lesson
1.3.9. Interventions for preschoolers
1.3.10. Applying the model with preschoolers
1.4. Interventions for children in the primary grades
1.4.1. A typical day in the life of the young student with a hearing loss
1.4.2. Delays in the processing speed
1.4.3. Reading and content area delays
1.4.4. Sociall interaction challenges
1.4.5. The effects of hearing loss in the classroom
1.4.5.1. Understanding what the teacher is saying
1.4.5.2. Speech production
1.4.5.3. Spoken language
1.4.5.4. Vocabulary
1.4.5.5. Background knowledge
1.4.5.6. Processing speed
1.4.5.7. Written language
1.4.5.8. Reading
1.4.5.9. Math
1.4.5.10. Science and social studies
1.4.5.11. Peer relationships
1.4.5.12. Self esteem
1.4.5.13. Behavior
1.4.6. assessing a child present levels of performance
1.4.7. the multidisciplinary team of professionals
1.4.8. readiness for school
1.4.9. instructional considerations
1.4.10. interventions for children in the primary grades
1.4.11. applying the model with kindergartners
1.5. developing literacy skills in children with hearing loss
1.5.1. learning to read
1.5.2. effective approaches to reading
1.5.3. using reading to develop language
1.5.4. assessment
1.5.5. implications for the special education teacher
1.5.6. implications for the general education teacher
1.5.7. intervention
1.5.8. the literacy team
2. the science of intervention
2.1. how children hear and talk: fundamentals of listening and speaking
2.1.1. the speech chain
2.1.2. linguistic level
2.1.3. physiological level: speech
2.1.4. physiological level: hearing
2.1.5. acoustic level
2.1.6. hearing aids, cochlear implants, and assistive listening devices
2.1.7. hearing aids
2.1.8. cochlear implants
2.1.9. assistive listening devices
2.1.10. device troubleshooting
2.1.11. what to ask and tell the audiologist
2.1.12. classroom acoustic
2.1.13. daily device monitoring
2.1.14. how to give the lign sound check
2.1.15. summary
3. Resource A: Organizations and agencies serving children with hearing loses
4. Resource B: Assessments
5. Resource C: Sound-object associations / Rhoades, Ellen A.
6. Resource D: Commercially available curriculum guides and materials
References
Index
Helping deaf and hard of hearing students to use spoken language : a guide for educators and families [texto impreso] / Susan R Easterbrooks, Autor ; Ellen L Estes, Autor ; Nevins, Mary Ellen, Prefacio, etc . - Thousand Oaks : Corwin Press, c2007 . - 205 p. : il.
ISBN : 978-1-412-92733-8
Idioma : Inglés (eng)
Clasificación: Accesibilidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:Infancia
Medicina:Atención Temprana
Medicina:Implante coclearNota de contenido: Contents
Foreword / Nevins, Mary Ellent
Preface
Acknowledgments
About the authors
1. The art of intervention
1.1. Listening and spoken language interventions: a model and activities for helping children
1.2. Early detection and intervention for infants and toddlers
1.2.1. Early detection and intervention
1.2.2. Necessary services for infants, toddlers, and their families
1.2.3. How listening develops in infants and toddlers
1.2.4. How infants develop spoken language
1.2.5. How toddlers develop spken language
1.2.6. Interventions for babies
1.2.7. Applying the model with babies
1.2.8. Interventions for toddlers
1.2.9. Applying the model with toddlers
1.2.10. If a child if not making measurable progress
1.2.11. The need for flexible models
1.3. Interventions for preschoolers
1.3.1. Collaborating with service providers
1.3.2. What you need to know about a child’s hearing loss
1.3.2.1. Type
1.3.2.2. Degree
1.3.2.3. Laterality
1.3.2.4. Stability
1.3.2.5. Cause
1.3.2.6. Age of acquisition
1.3.3. What you eneed to know about previous intervention
1.3.4. What you need to know about listening technology
1.3.5. What you need to know about a child with no prior services
1.3.6. Planning and implementing instruction and intervention
1.3.7. Factors to consider when planning lessons
1.3.8. Techniques to use when conducting a lesson
1.3.9. Interventions for preschoolers
1.3.10. Applying the model with preschoolers
1.4. Interventions for children in the primary grades
1.4.1. A typical day in the life of the young student with a hearing loss
1.4.2. Delays in the processing speed
1.4.3. Reading and content area delays
1.4.4. Sociall interaction challenges
1.4.5. The effects of hearing loss in the classroom
1.4.5.1. Understanding what the teacher is saying
1.4.5.2. Speech production
1.4.5.3. Spoken language
1.4.5.4. Vocabulary
1.4.5.5. Background knowledge
1.4.5.6. Processing speed
1.4.5.7. Written language
1.4.5.8. Reading
1.4.5.9. Math
1.4.5.10. Science and social studies
1.4.5.11. Peer relationships
1.4.5.12. Self esteem
1.4.5.13. Behavior
1.4.6. assessing a child present levels of performance
1.4.7. the multidisciplinary team of professionals
1.4.8. readiness for school
1.4.9. instructional considerations
1.4.10. interventions for children in the primary grades
1.4.11. applying the model with kindergartners
1.5. developing literacy skills in children with hearing loss
1.5.1. learning to read
1.5.2. effective approaches to reading
1.5.3. using reading to develop language
1.5.4. assessment
1.5.5. implications for the special education teacher
1.5.6. implications for the general education teacher
1.5.7. intervention
1.5.8. the literacy team
2. the science of intervention
2.1. how children hear and talk: fundamentals of listening and speaking
2.1.1. the speech chain
2.1.2. linguistic level
2.1.3. physiological level: speech
2.1.4. physiological level: hearing
2.1.5. acoustic level
2.1.6. hearing aids, cochlear implants, and assistive listening devices
2.1.7. hearing aids
2.1.8. cochlear implants
2.1.9. assistive listening devices
2.1.10. device troubleshooting
2.1.11. what to ask and tell the audiologist
2.1.12. classroom acoustic
2.1.13. daily device monitoring
2.1.14. how to give the lign sound check
2.1.15. summary
3. Resource A: Organizations and agencies serving children with hearing loses
4. Resource B: Assessments
5. Resource C: Sound-object associations / Rhoades, Ellen A.
6. Resource D: Commercially available curriculum guides and materials
References
Index
Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : School Professionals Working with Children with Cochlear Implants Tipo de documento: texto impreso Autores: Patricia M. Chute, Autor ; Nevins, Mary Ellen, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2006 Número de páginas: 239 p. Dimensiones: 22,5 cm. Material de acompañamiento: DVD Nota general: School professionals working with children with cochlear implants Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Educación
Etapas de desarrollo:Infancia
Medicina:Audífono:Sistemas FM
Medicina:Implante coclearResumen: The number of children who receive cochlear implants is increasing, likely the result of many factors such as universal newborn hearing screening, improvements in audiological testing, and advances in hearing technology. Additionally, there has been a trend to provide cochlear implants to children at much younger ages than in the past. This book is an appropriate resource for students enrolled in college training programs and is also appropriate for school professionals who are new to the field of cochlear implants as well as those that have been working with implants for several years. The book addresses the issue that the procedures used to educate children with hearing losses have changed significantly over recent years. As the authors indicate, this book does not answer all questions regarding educational issues of such children, but does provide the reader with good references regarding this topic. One of the main strengths of the text is its emphasis on a team approach to educational management of the child with a cochlear implant and its discussion of the need for management of the needs of each individual child – what works well for one child may not necessarily work as well for a different child with a cochlear implant. This book encourages professionals to look at each child as an individual and to determine where the child falls on the “Zone of Cochlear Implant Performance.” They describe how important it is to continue monitoring the child’s progress in academics, auditory skills, speech and language skills and social development. This reviewer agrees with the authors that parents as well as professionals need to evaluate and adjust the child’s current educational placement if needed to allow the child to maxima the auditory potential of the cochlear implant. And just as importantly, the authors encourage professionals in the field of education and speech and hearing to re-evaluate and update their current philosophies regarding the education of children who are deaf and utilize cochlear implants. This book is timely in its publication as many professionals in the educational realm are seeking information that will help them better serve and meet the educational needs of children with cochlear implants. Nota de contenido: CONTENTS
PREFACE
CHAPTER 1 The Winds of Change:
Fifteen Years of Cochlear
Implantation After FDA Approval
CHAPTER 2
The Zone of Cochlear Implant
Performance
CHAPTER 3
Characteristics of Educational
Programs that Support Children
with Cochlear Implant
CHAPTER 4
Building Collaborative Teams:
Whose Job Is It Anyway?
CHAPTER 5
The Mapping Process and Beyond
CHAPTER 6
Developing Auditory Skills:
Thinking Outside the "Box"
CHAPTER 7
Clear Speech: The Possible Dream
CHAPTER 8
Auditory Access and Literacy
Development
CHAPTER 9
Supporting Communication
with Sign
CHAPTER 10
Special Populations with
Cochlear Implants
CHAPTER 11
Listening in Noisy Classrooms:
Room Acoustics, FMs, and
Other Assistive Devices
CHAPTER 12
Listening with Two Ears: Bilateral
Cochlear Implants and Cochlear
Implants and Hearing Aids
CHAPTER 13
Social Development and the
Cochlear Implant
CHAPTER 14
A Glimpse into the Future
REFERENCES
APPENDIX A
Organizational Resources and
Web Sites Providing Information
on Deafness or Cochear
Implants in Children
APPENDIX B Sample Daily Log
APPENDIX C FM Manufacturer Resources
INDEXSchool Professionals Working with Children with Cochlear Implants [texto impreso] / Patricia M. Chute, Autor ; Nevins, Mary Ellen, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2006 . - 239 p. ; 22,5 cm. + DVD.
School professionals working with children with cochlear implants
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Educación
Etapas de desarrollo:Infancia
Medicina:Audífono:Sistemas FM
Medicina:Implante coclearResumen: The number of children who receive cochlear implants is increasing, likely the result of many factors such as universal newborn hearing screening, improvements in audiological testing, and advances in hearing technology. Additionally, there has been a trend to provide cochlear implants to children at much younger ages than in the past. This book is an appropriate resource for students enrolled in college training programs and is also appropriate for school professionals who are new to the field of cochlear implants as well as those that have been working with implants for several years. The book addresses the issue that the procedures used to educate children with hearing losses have changed significantly over recent years. As the authors indicate, this book does not answer all questions regarding educational issues of such children, but does provide the reader with good references regarding this topic. One of the main strengths of the text is its emphasis on a team approach to educational management of the child with a cochlear implant and its discussion of the need for management of the needs of each individual child – what works well for one child may not necessarily work as well for a different child with a cochlear implant. This book encourages professionals to look at each child as an individual and to determine where the child falls on the “Zone of Cochlear Implant Performance.” They describe how important it is to continue monitoring the child’s progress in academics, auditory skills, speech and language skills and social development. This reviewer agrees with the authors that parents as well as professionals need to evaluate and adjust the child’s current educational placement if needed to allow the child to maxima the auditory potential of the cochlear implant. And just as importantly, the authors encourage professionals in the field of education and speech and hearing to re-evaluate and update their current philosophies regarding the education of children who are deaf and utilize cochlear implants. This book is timely in its publication as many professionals in the educational realm are seeking information that will help them better serve and meet the educational needs of children with cochlear implants. Nota de contenido: CONTENTS
PREFACE
CHAPTER 1 The Winds of Change:
Fifteen Years of Cochlear
Implantation After FDA Approval
CHAPTER 2
The Zone of Cochlear Implant
Performance
CHAPTER 3
Characteristics of Educational
Programs that Support Children
with Cochlear Implant
CHAPTER 4
Building Collaborative Teams:
Whose Job Is It Anyway?
CHAPTER 5
The Mapping Process and Beyond
CHAPTER 6
Developing Auditory Skills:
Thinking Outside the "Box"
CHAPTER 7
Clear Speech: The Possible Dream
CHAPTER 8
Auditory Access and Literacy
Development
CHAPTER 9
Supporting Communication
with Sign
CHAPTER 10
Special Populations with
Cochlear Implants
CHAPTER 11
Listening in Noisy Classrooms:
Room Acoustics, FMs, and
Other Assistive Devices
CHAPTER 12
Listening with Two Ears: Bilateral
Cochlear Implants and Cochlear
Implants and Hearing Aids
CHAPTER 13
Social Development and the
Cochlear Implant
CHAPTER 14
A Glimpse into the Future
REFERENCES
APPENDIX A
Organizational Resources and
Web Sites Providing Information
on Deafness or Cochear
Implants in Children
APPENDIX B Sample Daily Log
APPENDIX C FM Manufacturer Resources
INDEXReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
