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Refinar búsqueda- 2007 - Pre-Kindergarten (Número de Pennsylvania department of public welfare)
es un número de Pennsylvania department of public welfare
Título : - 2007 - Pre-Kindergarten : Pennsylvania learning standards for early childhood Tipo de documento: texto impreso Fecha de publicación: 2017 Número de páginas: 40 p. Il.: il. Idioma : Inglés (eng) Clasificación: Educación
Etapas de desarrollo:Infancia
Regiones:Estados Unidos de AméricaNota de contenido: Table of contents
Introduction
Preamble and guiding principles
Key learning area: Approaches to learning
Standard AL 1: Initiative and curiosity
Standard AL 2: Engagement and persistence
Standard AL 3: Reasoning and problem solving
Standard AL 4: Flexibility, risk taking and responsibility
Standard AL 5: Imagination, creativity and invention
Key learning area: Creative arts
Standard CA 1: Visual art form
Standard CA 2: Expressing self Through movement and music
Standard CA 3: Dramatic play
Standard CA 4: Appreciation
Key learning area: Language and literacy
Standard LL 1: Receptive Language
Standard LL 2: Expressive language
Standard LL 3: Comprehension
Standard LL 4: Literacy
Key learning area: Logical-mathematical
Standard LM 1: Numbers, numerical representation and numerical operations
Standard LM 2: Understanding patterns, relations and functions
Standard LM 3: Concepts of space and shape
Standard LM 4: Measurement concepts
Standard LM 5: Represent and interpret data
Standard LM 6: Reason, predict and problem solve
Key learning area: Personal social
Standard PS 1: Self concept
Standard PS 2: Self Regulation
Standard PS 3: Self care and self reliance
Standard PS 4: Social interactions
Key learning area: Physical-health
Standard PH 1: Gross motor
Standard PH 2: Fine motor
Standard PH 3: Health and safety
Key learning area: Program Partnerships
Standard PP 1: Help parents, advance child’s learning
Standard PP 2: Connecting parents with community services
Standard PP 3: Helping parents transition and their children
Standard PP 4: Parents and program governance
Key learning area: Science
Standard S 1: Scientific method
Standard S 2: Living things
Standard S 3: Physical world
Standard S 4: Earth and space
Key learning area: Social studies
Standard SS 1: Community
Standard SS 2: Past, present and future
Standard SS 3: the role of consumers
Appendix A
Glossary
Executive summary: Guidelines for assessment
[número]
es un número de Pennsylvania department of public welfare
- 2007 - Pre-Kindergarten : Pennsylvania learning standards for early childhood [texto impreso] . - 2017 . - 40 p. : il.
Idioma : Inglés (eng)
Clasificación: Educación
Etapas de desarrollo:Infancia
Regiones:Estados Unidos de AméricaNota de contenido: Table of contents
Introduction
Preamble and guiding principles
Key learning area: Approaches to learning
Standard AL 1: Initiative and curiosity
Standard AL 2: Engagement and persistence
Standard AL 3: Reasoning and problem solving
Standard AL 4: Flexibility, risk taking and responsibility
Standard AL 5: Imagination, creativity and invention
Key learning area: Creative arts
Standard CA 1: Visual art form
Standard CA 2: Expressing self Through movement and music
Standard CA 3: Dramatic play
Standard CA 4: Appreciation
Key learning area: Language and literacy
Standard LL 1: Receptive Language
Standard LL 2: Expressive language
Standard LL 3: Comprehension
Standard LL 4: Literacy
Key learning area: Logical-mathematical
Standard LM 1: Numbers, numerical representation and numerical operations
Standard LM 2: Understanding patterns, relations and functions
Standard LM 3: Concepts of space and shape
Standard LM 4: Measurement concepts
Standard LM 5: Represent and interpret data
Standard LM 6: Reason, predict and problem solve
Key learning area: Personal social
Standard PS 1: Self concept
Standard PS 2: Self Regulation
Standard PS 3: Self care and self reliance
Standard PS 4: Social interactions
Key learning area: Physical-health
Standard PH 1: Gross motor
Standard PH 2: Fine motor
Standard PH 3: Health and safety
Key learning area: Program Partnerships
Standard PP 1: Help parents, advance child’s learning
Standard PP 2: Connecting parents with community services
Standard PP 3: Helping parents transition and their children
Standard PP 4: Parents and program governance
Key learning area: Science
Standard S 1: Scientific method
Standard S 2: Living things
Standard S 3: Physical world
Standard S 4: Earth and space
Key learning area: Social studies
Standard SS 1: Community
Standard SS 2: Past, present and future
Standard SS 3: the role of consumers
Appendix A
Glossary
Executive summary: Guidelines for assessment
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Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools
Título : Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools : ANSI S12.60-2002 Tipo de documento: texto impreso Editorial: Melville, NY [EE. UU.] : Standards Secerariat, Acoustical Society of America Fecha de publicación: 2009 Número de páginas: 44 p. ; x cm Idioma : Inglés (eng) Clasificación: Educación
Guía
Regiones:Estados Unidos de AméricaEn línea: http://www.caslpa.ca/PDF/noise in classroom/ASA Acoustic requirements for school [...] Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools : ANSI S12.60-2002 [texto impreso] . - Melville, NY (35 Pinelawn Road, Suite 114E, EE. UU.) : Standards Secerariat, Acoustical Society of America, 2009 . - 44 p. ; x cm.
Idioma : Inglés (eng)
Clasificación: Educación
Guía
Regiones:Estados Unidos de AméricaEn línea: http://www.caslpa.ca/PDF/noise in classroom/ASA Acoustic requirements for school [...] Reserva
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Título : Assessment in special and remedial education Tipo de documento: texto impreso Autores: Salvia, John, Autor ; Ysseldyke, James E., Autor Mención de edición: 3º ed. Editorial: Boston [Estados unidos de america] : Houghton Mifflin Fecha de publicación: c1985 Número de páginas: xv p. 559 p. ISBN/ISSN/DL: 978-0-395-35809-2 Idioma : Inglés (eng) Clasificación: Derecho
Discapacidad
Educación
Etapas de desarrollo:Infancia
Regiones:Estados Unidos de AméricaNota de contenido: Contents
1. The assessment of students
1.1. Types of decisions
1.2. Problem areas for specification and verification
2. Basic considerations in assessment
2.1. Assumptions underlying assessment
2.2. Factors considered in assessment
2.3. Kinds of assessment information
2.4. Approaches to assessment
2.5. Considerations in test selection and administration
2.6. Considerations specific to assessment of handicapped students
2.7. Suggestions for teacher administration of standardized tests
3. Legal and ethical considerations in assessment
3.1. Public law 94-142
3.2. Litigation
3.3. Ethical considerations
3.4. Pupil records
4. Descriptive statistics
4.1. Scales of measurement
4.2. Distributions
4.3. Basic notation
4.4. Measures of central tendency
4.5. Measures of dispersion
4.6. Correlation
5. Quantification of test performance
5.1. Developmental scores
5.2. Scores of relative standing
5.3. Comparing derived scores
6. Norms
6.1. Representativeness
6.2. Number of subjects
6.3. Relevance of the norms
6.4. Using norms correctly
7. Reliability
7.1. The reliability coefficient
7.2. What method should be used?
7.3. Factors affecting reliability
7.4. Standard error of measurement
7.5. Estimated true scores
7.6. Confidence intervals
7.7. Difference scores
7.8. Desirable standards
8. Validity
8.1. Methods of test validation
8.2. Nonvalidity data
8.3. Factors affecting validity
9. Assessment of intelligence
9.1. Intelligence tests as samples of behavior
9.2. The effect of pupil characteristics on assessments of intelligence
9.3. Behaviors sampled by intelligence tests
10. Assessment of intelligence: individual tests
10.1. Why do we give individual intelligence tests?
10.2. General intelligence tests
10.3. Picture vocabulary tests
10.4. Scales for special populations
10.5. Coping with dilemmas in current practice
11. Assessment of intelligence: group tests
11.1. Why do we give group intelligence tests?
11.2. Specific group tests of intelligence
11.3. Coping with dilemmas in current practice
12. Assessment of sensory acuity
12.1. Why do we assess sensory acuity?
12.2. Visual difficulties
12.3. Vision testing in the schools
12.4. Assessment of color vision
12.5. Assessment of hearing difficulties
13. Assessment of oral language
13.1. Why do we assess oral language?
13.2. The four components of oral language
13.3. Other considerations in the assessment of oral language
13.4. Ways of eliciting language behavior
13.5. Specific tests
14. Assessment of perceptual motor skills
14.1. Why do we assess perceptual motor skills?
14.2. The interesting past and problematical present of perceptual motor assessment
14.3. Specific tests of perceptual-motor skills
15. Assessment of personality
15.1. Why do we assess personality?
15.2. An overview of personality assessment
15.3. Coping with dilemmas in current practice
16. Assessment of academic achievement screening devices
16.1. Why do we assess achievement?
16.2. Obtained scores
16.3. Specific tests of academic achievement
16.4. Getting the most mileage out of an achievement test
17. Diagnostic assessment in reading
17.1. Why do we assess reading skills?
17.2. Skills assessed by diagnostic reading tests
17.3. Oral reading tests
17.4. Diagnostic reading tests
17.5. Criterion referenced diagnostic testing in reading
18. Diagnostic assessment in mathematics
18.1. Why do we assess mathematics
18.2. Behaviors sampled by diagnostic mathematics tests
18.3. Specific diagnostic mathematic tests
19. Assessment of written language
19.1. Why do we assess written language
19.2. Test of written expression and spelling
20. Assessment of adaptive behavior
20.1. Why do we assess adaptive behavior
20.2. Test of adaptive behavior
21. School readiness
21.1. Why do we assess readiness
21.2. General considerations
21.3. Technical considerations
21.4. Specific tests of school readiness
22. Diagnostic systems
22.1. Why do we have assessment systems
22.2. Specific diagnostic systems
23. Making referral decisions
23.1. The prereferral assessment process
23.2. Case study examples
24. Making classification decisions
24.1. Determining eligibility for special services
24.2. Case study examples
25. Making instructional planning decisions
25.1. Deciding what tot each
25.2. Deciding how to teach
25.3. Case study examples
Eoukigye
References
Test Index
Author/source index
Subject index
Assessment in special and remedial education [texto impreso] / Salvia, John, Autor ; Ysseldyke, James E., Autor . - 3º ed. . - Boston (Estados unidos de america) : Houghton Mifflin, c1985 . - xv p. 559 p.
ISBN : 978-0-395-35809-2
Idioma : Inglés (eng)
Clasificación: Derecho
Discapacidad
Educación
Etapas de desarrollo:Infancia
Regiones:Estados Unidos de AméricaNota de contenido: Contents
1. The assessment of students
1.1. Types of decisions
1.2. Problem areas for specification and verification
2. Basic considerations in assessment
2.1. Assumptions underlying assessment
2.2. Factors considered in assessment
2.3. Kinds of assessment information
2.4. Approaches to assessment
2.5. Considerations in test selection and administration
2.6. Considerations specific to assessment of handicapped students
2.7. Suggestions for teacher administration of standardized tests
3. Legal and ethical considerations in assessment
3.1. Public law 94-142
3.2. Litigation
3.3. Ethical considerations
3.4. Pupil records
4. Descriptive statistics
4.1. Scales of measurement
4.2. Distributions
4.3. Basic notation
4.4. Measures of central tendency
4.5. Measures of dispersion
4.6. Correlation
5. Quantification of test performance
5.1. Developmental scores
5.2. Scores of relative standing
5.3. Comparing derived scores
6. Norms
6.1. Representativeness
6.2. Number of subjects
6.3. Relevance of the norms
6.4. Using norms correctly
7. Reliability
7.1. The reliability coefficient
7.2. What method should be used?
7.3. Factors affecting reliability
7.4. Standard error of measurement
7.5. Estimated true scores
7.6. Confidence intervals
7.7. Difference scores
7.8. Desirable standards
8. Validity
8.1. Methods of test validation
8.2. Nonvalidity data
8.3. Factors affecting validity
9. Assessment of intelligence
9.1. Intelligence tests as samples of behavior
9.2. The effect of pupil characteristics on assessments of intelligence
9.3. Behaviors sampled by intelligence tests
10. Assessment of intelligence: individual tests
10.1. Why do we give individual intelligence tests?
10.2. General intelligence tests
10.3. Picture vocabulary tests
10.4. Scales for special populations
10.5. Coping with dilemmas in current practice
11. Assessment of intelligence: group tests
11.1. Why do we give group intelligence tests?
11.2. Specific group tests of intelligence
11.3. Coping with dilemmas in current practice
12. Assessment of sensory acuity
12.1. Why do we assess sensory acuity?
12.2. Visual difficulties
12.3. Vision testing in the schools
12.4. Assessment of color vision
12.5. Assessment of hearing difficulties
13. Assessment of oral language
13.1. Why do we assess oral language?
13.2. The four components of oral language
13.3. Other considerations in the assessment of oral language
13.4. Ways of eliciting language behavior
13.5. Specific tests
14. Assessment of perceptual motor skills
14.1. Why do we assess perceptual motor skills?
14.2. The interesting past and problematical present of perceptual motor assessment
14.3. Specific tests of perceptual-motor skills
15. Assessment of personality
15.1. Why do we assess personality?
15.2. An overview of personality assessment
15.3. Coping with dilemmas in current practice
16. Assessment of academic achievement screening devices
16.1. Why do we assess achievement?
16.2. Obtained scores
16.3. Specific tests of academic achievement
16.4. Getting the most mileage out of an achievement test
17. Diagnostic assessment in reading
17.1. Why do we assess reading skills?
17.2. Skills assessed by diagnostic reading tests
17.3. Oral reading tests
17.4. Diagnostic reading tests
17.5. Criterion referenced diagnostic testing in reading
18. Diagnostic assessment in mathematics
18.1. Why do we assess mathematics
18.2. Behaviors sampled by diagnostic mathematics tests
18.3. Specific diagnostic mathematic tests
19. Assessment of written language
19.1. Why do we assess written language
19.2. Test of written expression and spelling
20. Assessment of adaptive behavior
20.1. Why do we assess adaptive behavior
20.2. Test of adaptive behavior
21. School readiness
21.1. Why do we assess readiness
21.2. General considerations
21.3. Technical considerations
21.4. Specific tests of school readiness
22. Diagnostic systems
22.1. Why do we have assessment systems
22.2. Specific diagnostic systems
23. Making referral decisions
23.1. The prereferral assessment process
23.2. Case study examples
24. Making classification decisions
24.1. Determining eligibility for special services
24.2. Case study examples
25. Making instructional planning decisions
25.1. Deciding what tot each
25.2. Deciding how to teach
25.3. Case study examples
Eoukigye
References
Test Index
Author/source index
Subject index
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Título : Bilingualism and bilingual deaf education Tipo de documento: texto impreso Autores: Marschark, Marc, Editor científico ; Tang, Gladys, Editor científico ; Knoors, Harry, Editor científico Editorial: Oxford [Reino Unido] : Oxford Fecha de publicación: c2014 Colección: Perspectives on deafness Número de páginas: xvi p. 495 p. ISBN/ISSN/DL: 978-0-19-93781-5 Idioma : Inglés (eng) Clasificación: Comunicacion:Bilingüismo
Discapacidad:Sordera
Educación
Regiones:España
Regiones:Estados Unidos de América
Regiones:Países Bajos
Regiones:Países nórdicosNota de contenido: Contents
Preface
Contributors
1. Bilingualism and bilingual deaf education: time to take stock / Knoors, Harry; Tang, Gladys; Marschark, Marc
2. Language development and language interaction in sign bilingual language acquisition / Plaza-Pust, Carolina
3. Language acquisition by bilingual deaf preschoolers: Theoretical and methodological issues and empirical data / Rinaldi, Pasquale; Caselli, Cristina; Onofrio, Daniela; Volterra, Virginia
4. Bimodal bilingual cross-language interaction: pieces of the puzzle / Ormet, Ellen; Glezen, Marcel
5. Sign language and reading comprehension: No automatic transfer / Holzinger, Daniel; Fellinger, Johannes
6. The influence of communication mode on language development in children with cochlear implants / Walker, Elizabeth A.; Tomblin, J. Bruce
7. Psychosocial development in deaf and hard-of-hearing children in the twenty-first century: Opportunities and challenges / Hintermair, Manfred
8. Bilingualism and bimodal bilingualism in deaf people: A neurolinguistic approach / Mineiro, Ana; Silva Nunes, Maria Vania; Moita, Mara; Silva, Sonia; Castro-Caldas, Alexandre
9. Navigating two languages in the classroom: goals, evidence and outcomes / Marschark, Marc; Lee, ChongMing
10. Improving reading instruction to deaf and hard-of-hearing students / Wauters, Loes; Klerk, Annet de
11. Quality of instruction in bilingual schools for deaf children: through the children’s eyes and the camera lens / Hermans, Daan; Wauters, Loes; Klerk, Annet de; Knoors, Harry
12. Shifting contexts and practices in sign bilingual education in northern Europe: implication for professional development and training / Swanwick, Ruth; Hendar, Ola; Dammeyer, Jesper; Kristoffersen, Ann-Elise; Salter, Jackie; Simonsen, Eva
13. Language development of deaf children in a sign bilingual and co´-enrollment environment / Tang, Gladys; Lam, Scholastica; Yiu, Kun-man Chris
14. Social integration of deaf and hard of hearing students in a sign bilinglal and co-enrollment environment / Yiu, Kun-man Chris; Tang, Gladys
15. Sign bilingual and co-enrollment education for children with cochlear implants in Madrid, Spain / Pérez Martín, Mar; Valmaseda Balanzategui, Marian; Morgan, Gary
16. The twinschool: a co-enrollment program in the Netherlands / Hermans, Daan; Klerk, Annet de; Wauters, Loes; Knoors, Harry
17. Co-enrollment in the united states: a critical analysis of benefits and challenge / Antia, Shirin; Metz, Kelly K
18. Perspectives on bilingualism and bilingual education for deaf learners / Marschark, Marc; Knoors, Harry; Tang, Gladys
Index
Bilingualism and bilingual deaf education [texto impreso] / Marschark, Marc, Editor científico ; Tang, Gladys, Editor científico ; Knoors, Harry, Editor científico . - Oxford, c2014 . - xvi p. 495 p.. - (Perspectives on deafness) .
ISSN : 978-0-19-93781-5
Idioma : Inglés (eng)
Clasificación: Comunicacion:Bilingüismo
Discapacidad:Sordera
Educación
Regiones:España
Regiones:Estados Unidos de América
Regiones:Países Bajos
Regiones:Países nórdicosNota de contenido: Contents
Preface
Contributors
1. Bilingualism and bilingual deaf education: time to take stock / Knoors, Harry; Tang, Gladys; Marschark, Marc
2. Language development and language interaction in sign bilingual language acquisition / Plaza-Pust, Carolina
3. Language acquisition by bilingual deaf preschoolers: Theoretical and methodological issues and empirical data / Rinaldi, Pasquale; Caselli, Cristina; Onofrio, Daniela; Volterra, Virginia
4. Bimodal bilingual cross-language interaction: pieces of the puzzle / Ormet, Ellen; Glezen, Marcel
5. Sign language and reading comprehension: No automatic transfer / Holzinger, Daniel; Fellinger, Johannes
6. The influence of communication mode on language development in children with cochlear implants / Walker, Elizabeth A.; Tomblin, J. Bruce
7. Psychosocial development in deaf and hard-of-hearing children in the twenty-first century: Opportunities and challenges / Hintermair, Manfred
8. Bilingualism and bimodal bilingualism in deaf people: A neurolinguistic approach / Mineiro, Ana; Silva Nunes, Maria Vania; Moita, Mara; Silva, Sonia; Castro-Caldas, Alexandre
9. Navigating two languages in the classroom: goals, evidence and outcomes / Marschark, Marc; Lee, ChongMing
10. Improving reading instruction to deaf and hard-of-hearing students / Wauters, Loes; Klerk, Annet de
11. Quality of instruction in bilingual schools for deaf children: through the children’s eyes and the camera lens / Hermans, Daan; Wauters, Loes; Klerk, Annet de; Knoors, Harry
12. Shifting contexts and practices in sign bilingual education in northern Europe: implication for professional development and training / Swanwick, Ruth; Hendar, Ola; Dammeyer, Jesper; Kristoffersen, Ann-Elise; Salter, Jackie; Simonsen, Eva
13. Language development of deaf children in a sign bilingual and co´-enrollment environment / Tang, Gladys; Lam, Scholastica; Yiu, Kun-man Chris
14. Social integration of deaf and hard of hearing students in a sign bilinglal and co-enrollment environment / Yiu, Kun-man Chris; Tang, Gladys
15. Sign bilingual and co-enrollment education for children with cochlear implants in Madrid, Spain / Pérez Martín, Mar; Valmaseda Balanzategui, Marian; Morgan, Gary
16. The twinschool: a co-enrollment program in the Netherlands / Hermans, Daan; Klerk, Annet de; Wauters, Loes; Knoors, Harry
17. Co-enrollment in the united states: a critical analysis of benefits and challenge / Antia, Shirin; Metz, Kelly K
18. Perspectives on bilingualism and bilingual education for deaf learners / Marschark, Marc; Knoors, Harry; Tang, Gladys
Index
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Título : [Documentos de: Bilingual auditory learning in north america. Choices and differences (2008, Milwaukee)] Tipo de documento: texto impreso Fecha de publicación: 2008 Número de páginas: x p. Idioma : Inglés (eng) Francés (fre) Clasificación: Comunicacion:Bilingüismo
Comunicacion:Oralidad
Educación
Etapas de desarrollo:Infancia
Medicina
Medicina:Implante coclear
Regiones:Canadá
Regiones:Estados Unidos de AméricaNota de contenido: Índice
-Simposium table of contents / Wackym, P. Ashley, moderator
1. Deafness, cochlear implantation, and synaptic plasticity in auditory nerve synapses of congenitally deaf cats / Ryugo, David K.
2. Hearing restoration with cochlear implants, auditory brainstem implants and auditory midbrain implants / Shannon, Robert V.
3. Benefits of bilateral hearing in children with cochlear implants / Litovsky, Ruth Y.
4. Auditory processing of pitch, timbre and time: Implications for language and music / Kraus, Nina
5. Auditory feedback and speech production in cochlear implant users and speakers with typical hearing
-Agenda
-References
-Sessions
-We have translated spanish dialogue so you can understand what is being said, but notice that the words in capital were originally said in english
-Bilingualism in North America: Differences and choices / Rhoades, Ellen; Perusse, Martha; Douglas, Michael; Zarate, Cristina
-Caregiver intake interview / Rhoades, Ellen, desarrolladora
-Children with cochlear implants who live in monolingual and bilingual homes / Thomas, Ellen; El Kashlan, Hussam; Zwolan, Teresa A.
-Ecole orale de Monreal pour les sourds inc = Montreal oral school for the deaf inc
-Bilingual auditory learning: The houston experience [diapositivas] / Douglas, Michael; Zarate, Cristina
-Case histories
-Home language survey / Texas educational agency. Division of bilingual services
[Documentos de: Bilingual auditory learning in north america. Choices and differences (2008, Milwaukee)] [texto impreso] . - 2008 . - x p.
Idioma : Inglés (eng) Francés (fre)
Clasificación: Comunicacion:Bilingüismo
Comunicacion:Oralidad
Educación
Etapas de desarrollo:Infancia
Medicina
Medicina:Implante coclear
Regiones:Canadá
Regiones:Estados Unidos de AméricaNota de contenido: Índice
-Simposium table of contents / Wackym, P. Ashley, moderator
1. Deafness, cochlear implantation, and synaptic plasticity in auditory nerve synapses of congenitally deaf cats / Ryugo, David K.
2. Hearing restoration with cochlear implants, auditory brainstem implants and auditory midbrain implants / Shannon, Robert V.
3. Benefits of bilateral hearing in children with cochlear implants / Litovsky, Ruth Y.
4. Auditory processing of pitch, timbre and time: Implications for language and music / Kraus, Nina
5. Auditory feedback and speech production in cochlear implant users and speakers with typical hearing
-Agenda
-References
-Sessions
-We have translated spanish dialogue so you can understand what is being said, but notice that the words in capital were originally said in english
-Bilingualism in North America: Differences and choices / Rhoades, Ellen; Perusse, Martha; Douglas, Michael; Zarate, Cristina
-Caregiver intake interview / Rhoades, Ellen, desarrolladora
-Children with cochlear implants who live in monolingual and bilingual homes / Thomas, Ellen; El Kashlan, Hussam; Zwolan, Teresa A.
-Ecole orale de Monreal pour les sourds inc = Montreal oral school for the deaf inc
-Bilingual auditory learning: The houston experience [diapositivas] / Douglas, Michael; Zarate, Cristina
-Case histories
-Home language survey / Texas educational agency. Division of bilingual services
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Título : Evaluation of the social and economic costs of hearing impairment : A report for Hear-It Tipo de documento: texto impreso Autores: Shield, Bridget, Autor Fecha de publicación: 2006 Número de páginas: 202 p. Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Empleo
Etapas de desarrollo:Adultez
Etapas de desarrollo:Infancia
Etapas de desarrollo:Tercera edad
Medicina:Audífono
Psicología
Regiones:Estados Unidos de América
Regiones:Países nórdicos
Regiones:Reino Unido
SociologíaNota de contenido: Contents
Chapter 1 Introduction
1.1 Introduction
1.2 Scope and limitations of the study
1.3 Structure of the report
Chapter 2 Definition of deafness
2.1 Introduction
2.2 Qualitative definitions of hearing impairment
2.3 Qualitative definitions of hearing impairment
2.3.1 World health organization
2.3.2 European commission
2.3.3 American national standards institute
2.3.4 RNID
2.3.5 British society of audiology
2.3.6 NIDCD
2.4 Summary
2.5 Conclusions
Chapter 3 Prevalence of hearing impairment among adults in Europe
3.1 Introduction
3.2 Hearing impairment in developing countries
3.3 General information on prevalence of hearing loss in US and UK
3.4 Prevalence of hearing impairment in Europe
3.4.1 Overall hearing impairment
3.4.2 Prevalence of different grades of hearing impairment
3.5 Prevalence of hearing loss related to age
3.5.1 US data on age and hearing loss
3.5.2 European data on age and hearing loss
3.5.3 Increase of hearing loss with age
3.6 Prevalence related to gender and other factors
3.6.1 Hearing loss and gender
3.6.2 Hearing loss and ethnicity
3.6.3 Hearing loss and socio-economic status
3.7 Predicted increase in prevalence of hearing impairment
3.7.1 Genetic and other cases
3.7.2 Presbycusis and ageing
3.7.3 Effects of noise exposure
3.8 Summary
3.9 Conclusions
Chapter 4 Major studies of psychosocial effects of hearing loss
4.1 Introduction
4.2 An early review
4.3 First major study of psychosocial effects
4.3.1 Psychiatric disturbance
4.3.2 General health and wellbeing
4.3.3 Social and family life
4.3.4 Denial
4.3.5 Employment
4.3.6 Summary
4.4 Noise induced hearing loss
4.5 Functional disturbance in elderly people
4.6 Review of effects of acquired deafness
4.7 Hearing impairment and quality of life of elderly people
4.8 Community surveys of hearing problem in England and whales
4.9 Sensory impairment and quality of life in an elderly population
4.10 Men and women with noise induced hearing loss
4.11 Effects of hearing impairment of young people
4.12 Experiences of deaf people
4.12.1 Deafness isolation and exclusion
4.12.2 Prejudice and abuse
4.12.3 Visits to doctors
4.13 Psychosocial aspects of acquired hearing loss
4.14 Conclusions
Chapter 5 Psychosocial effects of hearing loss
5.1 Introduction
5.2 Overall quality of life
5.3 Loneliness and social isolation
5.3.1 Adults of all ages
5.3.2 People of working age
5.3.3 Elderly people
5.3.4 Young people
5.3.5 Women
5.3.6 Conclusions on loneliness and social isolation
5.4 Psychiatric disturbance and depression
5.5 Family relationships
5.6 Stigma and low self esteem
5.7 Education
5.8 Denial
5.9 Difficulties in particular environments
5.10 General health /I visiting the doctor
5.11 Cognitive skills and dementia
5.12 Memory
5.13 Intimate relationships
5.14 Prejudice and abuse
5.15 Discussion
5.15.1 Types of study
5.15.2 Attitudes towards hearing impairment
5.15.3 Interrelationships between effects
5.15.4 Need for future research
5.15.5 Costs
5.16 Conclusions
Chapter 6 Ownership of hearing aids
6.1 Introduction
6.2 Ownership of hearing aids
6.2.1 Hearing aid ownership in northern Europe
6.2.2 Hearing aid ownership in the united states
6.2.3 Hearing aid ownership among new users
6.3 Non-ownership of hearing aids
6.4 General reasons for non-ownership of aids
6.5 Reluctance to seek help
6.6 Variability in services provided
6.7 Denial of problem and delay in seeking help
6.8 Stigma
6.9 Early screening
6.10 Summary
6.11 Conclusions
Chapter 7 Use of hearing aids
7.1 Introduction
7.2 Usage of hearing aids hearing aid usage among young people
7.3 Reasons for non-use and under use of hearing aids
7.4 Analysis of factors related to non-use
7.5 Defective aids
7.6 Hearing aid preferences
7.7 Hearing aid fitting
7.8 Expectations of hearing aids
7.9 Hearing aid handling stigma
7.10 Use of hearing aids by young people
7.11 Other reported problems
7.12 Summary
7.13 Conclusions
Chapter 8 Satisfaction with hearing aids
8.1 Introduction
8.2 Scales for assessment of hearing aid benefits
8.3 Overall satisfaction with hearing aids
8.4 Satisfaction and benefits in various listening situations
8.5 Adaptation to hearing aids
8.6 Effects of personality on hearing aid assessment
8.7 Summary
8.8 Conclusions
Chapter 9 Impact of hearing aids on overall quality of life
9.1 Introduction
9.2 Psychological function
9.3 Psychical health and functioning
9.4 Overall quality of life
9.5 Improvements in particular aspects of quality of life
9.5.1 Australian office of hearing services survey
9.5.2 Us national council on the aging survey
9.6 Summary
9.7 Conclusions
Chapter 10 Studies of costs of hearing impairment
10.1 Introduction
10.2 Methods of evaluating the costs of hearing impairment and interventions
10.2.1 Cost utility analysis
10.2.2 Monetary costings
10.2.3 Incidence / prevalence based studies
10.3 Cost utility analysis of cochlear implants
10.4 Societal costs of moderate hearing impairment
10.5 Monetary costs of hearing impairment
10.5.1 The costs of communication disorders
10.5.2 Cost effectiveness of newborn screening
10.5.3 Societal costs of severe to profound hearing impairment
10.5.4 Costs of deafness caused by noise at work
10.6 Discussion
10.7 Conclusions
Chapter 11 Employment, earnings and discrimination at work
11.1 Introduction
11.2 Employment and unemployment rates of hearing impaired people
11.2.1 Unemployment in us
11.2.2 Unemployment in Europe
11.3 Underemployment
11.4 Earnings
11.5 Retirement
11.6 Discrimination at work
11.7 Conclusions
Chapter 12 Evaluation of costs to Europe of hearing loss
12.1 Introduction
12.2 Number of people in Europe who would benefit from hearing ids
12.2.1 Numbers of hearing impaired people in Europe
12.2.2 Numbers who would benefit from hearing aids
12.3 Evaluation of costs using a quality of life approach
12.3.1 Evaluation f loss of quality of life due to hearing impairment
12.3.2 Quality adjusted life years
12.3.3 Annual cost of hearing impairment per person
12.3.4 Total costs of untreated hearing impairment
12.4 Evaluation of costs of unemployment due to hearing loss
12.4.1 Numbers of unemployed in Europe
12.4.2 Cost of unemployment in uk
12.5 Conclusions
Chapter 13 Conclusions and discussion
13.1 Introduction
13.2 Main conclusions
13.3 Discussion
Evaluation of the social and economic costs of hearing impairment : A report for Hear-It [texto impreso] / Shield, Bridget, Autor . - 2006 . - 202 p.
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Empleo
Etapas de desarrollo:Adultez
Etapas de desarrollo:Infancia
Etapas de desarrollo:Tercera edad
Medicina:Audífono
Psicología
Regiones:Estados Unidos de América
Regiones:Países nórdicos
Regiones:Reino Unido
SociologíaNota de contenido: Contents
Chapter 1 Introduction
1.1 Introduction
1.2 Scope and limitations of the study
1.3 Structure of the report
Chapter 2 Definition of deafness
2.1 Introduction
2.2 Qualitative definitions of hearing impairment
2.3 Qualitative definitions of hearing impairment
2.3.1 World health organization
2.3.2 European commission
2.3.3 American national standards institute
2.3.4 RNID
2.3.5 British society of audiology
2.3.6 NIDCD
2.4 Summary
2.5 Conclusions
Chapter 3 Prevalence of hearing impairment among adults in Europe
3.1 Introduction
3.2 Hearing impairment in developing countries
3.3 General information on prevalence of hearing loss in US and UK
3.4 Prevalence of hearing impairment in Europe
3.4.1 Overall hearing impairment
3.4.2 Prevalence of different grades of hearing impairment
3.5 Prevalence of hearing loss related to age
3.5.1 US data on age and hearing loss
3.5.2 European data on age and hearing loss
3.5.3 Increase of hearing loss with age
3.6 Prevalence related to gender and other factors
3.6.1 Hearing loss and gender
3.6.2 Hearing loss and ethnicity
3.6.3 Hearing loss and socio-economic status
3.7 Predicted increase in prevalence of hearing impairment
3.7.1 Genetic and other cases
3.7.2 Presbycusis and ageing
3.7.3 Effects of noise exposure
3.8 Summary
3.9 Conclusions
Chapter 4 Major studies of psychosocial effects of hearing loss
4.1 Introduction
4.2 An early review
4.3 First major study of psychosocial effects
4.3.1 Psychiatric disturbance
4.3.2 General health and wellbeing
4.3.3 Social and family life
4.3.4 Denial
4.3.5 Employment
4.3.6 Summary
4.4 Noise induced hearing loss
4.5 Functional disturbance in elderly people
4.6 Review of effects of acquired deafness
4.7 Hearing impairment and quality of life of elderly people
4.8 Community surveys of hearing problem in England and whales
4.9 Sensory impairment and quality of life in an elderly population
4.10 Men and women with noise induced hearing loss
4.11 Effects of hearing impairment of young people
4.12 Experiences of deaf people
4.12.1 Deafness isolation and exclusion
4.12.2 Prejudice and abuse
4.12.3 Visits to doctors
4.13 Psychosocial aspects of acquired hearing loss
4.14 Conclusions
Chapter 5 Psychosocial effects of hearing loss
5.1 Introduction
5.2 Overall quality of life
5.3 Loneliness and social isolation
5.3.1 Adults of all ages
5.3.2 People of working age
5.3.3 Elderly people
5.3.4 Young people
5.3.5 Women
5.3.6 Conclusions on loneliness and social isolation
5.4 Psychiatric disturbance and depression
5.5 Family relationships
5.6 Stigma and low self esteem
5.7 Education
5.8 Denial
5.9 Difficulties in particular environments
5.10 General health /I visiting the doctor
5.11 Cognitive skills and dementia
5.12 Memory
5.13 Intimate relationships
5.14 Prejudice and abuse
5.15 Discussion
5.15.1 Types of study
5.15.2 Attitudes towards hearing impairment
5.15.3 Interrelationships between effects
5.15.4 Need for future research
5.15.5 Costs
5.16 Conclusions
Chapter 6 Ownership of hearing aids
6.1 Introduction
6.2 Ownership of hearing aids
6.2.1 Hearing aid ownership in northern Europe
6.2.2 Hearing aid ownership in the united states
6.2.3 Hearing aid ownership among new users
6.3 Non-ownership of hearing aids
6.4 General reasons for non-ownership of aids
6.5 Reluctance to seek help
6.6 Variability in services provided
6.7 Denial of problem and delay in seeking help
6.8 Stigma
6.9 Early screening
6.10 Summary
6.11 Conclusions
Chapter 7 Use of hearing aids
7.1 Introduction
7.2 Usage of hearing aids hearing aid usage among young people
7.3 Reasons for non-use and under use of hearing aids
7.4 Analysis of factors related to non-use
7.5 Defective aids
7.6 Hearing aid preferences
7.7 Hearing aid fitting
7.8 Expectations of hearing aids
7.9 Hearing aid handling stigma
7.10 Use of hearing aids by young people
7.11 Other reported problems
7.12 Summary
7.13 Conclusions
Chapter 8 Satisfaction with hearing aids
8.1 Introduction
8.2 Scales for assessment of hearing aid benefits
8.3 Overall satisfaction with hearing aids
8.4 Satisfaction and benefits in various listening situations
8.5 Adaptation to hearing aids
8.6 Effects of personality on hearing aid assessment
8.7 Summary
8.8 Conclusions
Chapter 9 Impact of hearing aids on overall quality of life
9.1 Introduction
9.2 Psychological function
9.3 Psychical health and functioning
9.4 Overall quality of life
9.5 Improvements in particular aspects of quality of life
9.5.1 Australian office of hearing services survey
9.5.2 Us national council on the aging survey
9.6 Summary
9.7 Conclusions
Chapter 10 Studies of costs of hearing impairment
10.1 Introduction
10.2 Methods of evaluating the costs of hearing impairment and interventions
10.2.1 Cost utility analysis
10.2.2 Monetary costings
10.2.3 Incidence / prevalence based studies
10.3 Cost utility analysis of cochlear implants
10.4 Societal costs of moderate hearing impairment
10.5 Monetary costs of hearing impairment
10.5.1 The costs of communication disorders
10.5.2 Cost effectiveness of newborn screening
10.5.3 Societal costs of severe to profound hearing impairment
10.5.4 Costs of deafness caused by noise at work
10.6 Discussion
10.7 Conclusions
Chapter 11 Employment, earnings and discrimination at work
11.1 Introduction
11.2 Employment and unemployment rates of hearing impaired people
11.2.1 Unemployment in us
11.2.2 Unemployment in Europe
11.3 Underemployment
11.4 Earnings
11.5 Retirement
11.6 Discrimination at work
11.7 Conclusions
Chapter 12 Evaluation of costs to Europe of hearing loss
12.1 Introduction
12.2 Number of people in Europe who would benefit from hearing ids
12.2.1 Numbers of hearing impaired people in Europe
12.2.2 Numbers who would benefit from hearing aids
12.3 Evaluation of costs using a quality of life approach
12.3.1 Evaluation f loss of quality of life due to hearing impairment
12.3.2 Quality adjusted life years
12.3.3 Annual cost of hearing impairment per person
12.3.4 Total costs of untreated hearing impairment
12.4 Evaluation of costs of unemployment due to hearing loss
12.4.1 Numbers of unemployed in Europe
12.4.2 Cost of unemployment in uk
12.5 Conclusions
Chapter 13 Conclusions and discussion
13.1 Introduction
13.2 Main conclusions
13.3 Discussion
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Título : A guide to the early education of the hearing impaired Tipo de documento: texto impreso Autores: Melcher, John W., Autor ; Blessing, Kenneth R., Autor Editorial: Wisconsin department of public instruction Fecha de publicación: [1972] Número de páginas: 168 p. Il.: il. Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Educación
Etapas de desarrollo:Infancia
Familia
Medicina:Audífono
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Introduction
state and local services
administration of the program
comprehensive guide for early education of hearing impaired children and their families
Language learning
curriculum and evaluation
program for family
hearing aids
resourcesA guide to the early education of the hearing impaired [texto impreso] / Melcher, John W., Autor ; Blessing, Kenneth R., Autor . - [S.l.] : Wisconsin department of public instruction, [1972] . - 168 p. : il.
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Educación
Etapas de desarrollo:Infancia
Familia
Medicina:Audífono
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Introduction
state and local services
administration of the program
comprehensive guide for early education of hearing impaired children and their families
Language learning
curriculum and evaluation
program for family
hearing aids
resourcesReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Learning denied Tipo de documento: texto impreso Autores: Taylor, Denny, Autor ; Wansart, William L., Prefacio, etc Editorial: Auckland [Nueva Zelanda] : Heinemann Fecha de publicación: c1991 Número de páginas: xvii p., 114 p. ISBN/ISSN/DL: 0-435-08545-x Idioma : Inglés (eng) Clasificación: Educación
Etapas de desarrollo:Infancia
Psicología:Dificultades de aprendizaje
Psicología:Pedagogía
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Foreword / Wansart, William L.
Acknowledgments
Introduction: Patric's solar system
Prekindergarten developmental scrrening: Patrick y "identified"
Kindergarten: Antigravity tests and prereading readiness
Sumer 1986: "Resistance to being touched with eyes closed"
Frist grade: Therapy on an individualized basis
Summer 1987: Emmett's pig
Second grade: Testing the effects of the testing
Due process: Code or court
Postcript: Patrick's universe
Appendix 1: Tests that patric has taken in two and half hears of schooling (K-2)
Appendix 2: Contradictory statements written about patrick that create an invalid and misleading record of learning disabilities
Appendix 3: Myth-making statements recorded in Patrick's school folders
BibliographyLearning denied [texto impreso] / Taylor, Denny, Autor ; Wansart, William L., Prefacio, etc . - Auckland (Nueva Zelanda) : Heinemann, c1991 . - xvii p., 114 p.
ISSN : 0-435-08545-x
Idioma : Inglés (eng)
Clasificación: Educación
Etapas de desarrollo:Infancia
Psicología:Dificultades de aprendizaje
Psicología:Pedagogía
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Foreword / Wansart, William L.
Acknowledgments
Introduction: Patric's solar system
Prekindergarten developmental scrrening: Patrick y "identified"
Kindergarten: Antigravity tests and prereading readiness
Sumer 1986: "Resistance to being touched with eyes closed"
Frist grade: Therapy on an individualized basis
Summer 1987: Emmett's pig
Second grade: Testing the effects of the testing
Due process: Code or court
Postcript: Patrick's universe
Appendix 1: Tests that patric has taken in two and half hears of schooling (K-2)
Appendix 2: Contradictory statements written about patrick that create an invalid and misleading record of learning disabilities
Appendix 3: Myth-making statements recorded in Patrick's school folders
BibliographyReserva
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Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Literacy and deafness : Listening and spoken language Tipo de documento: texto impreso Autores: Lyn Robertson, Autor Mención de edición: 2º ed. Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2014 Número de páginas: xix p., 377 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56557-8 Idioma : Inglés (eng) Clasificación: Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Educación
Educación:Escritura
Educación:Lectura
Educación:musical
Etapas de desarrollo:Infancia
Historia
Medicina:Terapia auditiva-verbal
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Preface
Contributors
1. A history of reading achievement in people with hearing loss
A review of selected studies
Higher academic achievements and spoken language
conclusion
references
2. Literacy theories
Introduction
Therorizing about reading
Definitions of reading
word identification
comprehension
an interactive theory
many disciples study reading
conclusion
references
3. technology and listening / Flexer, Carol
Introduction
Neurologic basis of listening and literacy
computer analogy for understanding amplification technology
overview of amplification technologies -- a new context
cochlear implants
auditory feedback loop
distance hearing and incidental learning
new context for the word deaf
conclusion
references
4. Spoken language
introduction
Learning the sounds of a spoken language
beyond the sounds of language
what about bridging from american sign language?
learning spoken language
two extended studies of children's language
Learning and later academic achievement andvantaged and disadvantaged parents
conclusion
references
5. hearing, listening and literacy
Introduction
phonological awareness
phonological processing capabilities
the aduditory-verbal approach
principles of listening and spoken language
speciaist auditory-verbal therapy (LSLS cert. AVT)
Principles of listening and spoken language specialists auditory-verbal education (LSLS Cert. AVEd)
Conclusion
References
6. Issues in child development / Dow, Gina
Introduction
Sensitivity in the caregiving relationship
part I: Early identification
Attunement and early identification of hearing loss
Early identification and intervention: how early is early enough
Early identification in the United States
From screening to identification to intervention
Concluding remarks and recommendations
Part II: Typical development - birth to age five
Cognitive development and play
Motor development
Develpment of self-help skills
Developmental context
the family context as the childs inmediate environment
The social and economic context
the cultural context
when hearing impairment co-occurs with other conditions
Useful links on developmental milestones, developmental disabilities and hearing impairment
References
7. Learning to read
Introduction
Conductivism in action
Shared book reading
Establishing a rich literacy environment
Reading comprehension and the child
Practical ideas for helping children to read
conclusion
references
8. reading aloud with the children
Introduction
when should reading aloud begin?
who and why should reading aloud begin?
Reading aloud is an indirect way of teaching a child how to read
reading aloud is also a direct way of teaching a child how to read
How to read aloud with a child with hearing loss
An extraordinary example of reading aloud: the 1000 day reading streak
conclusion
References
9. Learning to write
Introduction
writing and the auditory-verbal approach
A word about development
practical ideas for helping children learn to write
conclusion
references
10. creating and using language experience books
introduction
start and end with listening
a spiral progression through using language experience books
deciding on the context for an LEB entry
An example
Conversations about making and using language
Experience books
General comments from teachers and therapists aout using language experience books
Similarities and difference among children with and without hearing loss
using background knowledge
experiences of teeachers who have been trying language experience books
A mother's experience with language
Experience books
Practical reading assessments for the teachers to use
conclusion
references
16. proimsing literacy practices
introduction
four general suggestions
before, during, and after reading
basic elements of a lesson plan
specific steps for meeting literacy goals
reading and writing as thinking: the basis of good programs in reading
conclusion
references
17. educational settings for children with hearing loss
introduction
the optimal placement
what if the optimum is not possible?
schooling is not the only source of education
a letter to a mainstream classroom teacher
conclusion
18. Parenting with hearing loss
introduction
some precepts to consider
conclusion
references
19. what are they now? listening and spoken language outcomes
introduction
the questions
the respondents
reference
20. thoughts from two founders of the auditory-verbal approach
introduction
foreword, 1990 / Ling, Daniel
An auditory-verbal restrospective: A personal account of individual effort and international organization, 1989 / Beebe, Helen Hulick
References
Appendix A. Knowledge needed by listening and skpoken language specialists
Appendix B. Listening and spoken language specialists (LSLS) domains addressed in this book
Appendix C. Description, approaches, and practice of listening and spoken language specialits
IndexLiteracy and deafness : Listening and spoken language [texto impreso] / Lyn Robertson, Autor . - 2º ed. . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2014 . - xix p., 377 p. : il.
ISBN : 978-1-597-56557-8
Idioma : Inglés (eng)
Clasificación: Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Educación
Educación:Escritura
Educación:Lectura
Educación:musical
Etapas de desarrollo:Infancia
Historia
Medicina:Terapia auditiva-verbal
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Preface
Contributors
1. A history of reading achievement in people with hearing loss
A review of selected studies
Higher academic achievements and spoken language
conclusion
references
2. Literacy theories
Introduction
Therorizing about reading
Definitions of reading
word identification
comprehension
an interactive theory
many disciples study reading
conclusion
references
3. technology and listening / Flexer, Carol
Introduction
Neurologic basis of listening and literacy
computer analogy for understanding amplification technology
overview of amplification technologies -- a new context
cochlear implants
auditory feedback loop
distance hearing and incidental learning
new context for the word deaf
conclusion
references
4. Spoken language
introduction
Learning the sounds of a spoken language
beyond the sounds of language
what about bridging from american sign language?
learning spoken language
two extended studies of children's language
Learning and later academic achievement andvantaged and disadvantaged parents
conclusion
references
5. hearing, listening and literacy
Introduction
phonological awareness
phonological processing capabilities
the aduditory-verbal approach
principles of listening and spoken language
speciaist auditory-verbal therapy (LSLS cert. AVT)
Principles of listening and spoken language specialists auditory-verbal education (LSLS Cert. AVEd)
Conclusion
References
6. Issues in child development / Dow, Gina
Introduction
Sensitivity in the caregiving relationship
part I: Early identification
Attunement and early identification of hearing loss
Early identification and intervention: how early is early enough
Early identification in the United States
From screening to identification to intervention
Concluding remarks and recommendations
Part II: Typical development - birth to age five
Cognitive development and play
Motor development
Develpment of self-help skills
Developmental context
the family context as the childs inmediate environment
The social and economic context
the cultural context
when hearing impairment co-occurs with other conditions
Useful links on developmental milestones, developmental disabilities and hearing impairment
References
7. Learning to read
Introduction
Conductivism in action
Shared book reading
Establishing a rich literacy environment
Reading comprehension and the child
Practical ideas for helping children to read
conclusion
references
8. reading aloud with the children
Introduction
when should reading aloud begin?
who and why should reading aloud begin?
Reading aloud is an indirect way of teaching a child how to read
reading aloud is also a direct way of teaching a child how to read
How to read aloud with a child with hearing loss
An extraordinary example of reading aloud: the 1000 day reading streak
conclusion
References
9. Learning to write
Introduction
writing and the auditory-verbal approach
A word about development
practical ideas for helping children learn to write
conclusion
references
10. creating and using language experience books
introduction
start and end with listening
a spiral progression through using language experience books
deciding on the context for an LEB entry
An example
Conversations about making and using language
Experience books
General comments from teachers and therapists aout using language experience books
Similarities and difference among children with and without hearing loss
using background knowledge
experiences of teeachers who have been trying language experience books
A mother's experience with language
Experience books
Practical reading assessments for the teachers to use
conclusion
references
16. proimsing literacy practices
introduction
four general suggestions
before, during, and after reading
basic elements of a lesson plan
specific steps for meeting literacy goals
reading and writing as thinking: the basis of good programs in reading
conclusion
references
17. educational settings for children with hearing loss
introduction
the optimal placement
what if the optimum is not possible?
schooling is not the only source of education
a letter to a mainstream classroom teacher
conclusion
18. Parenting with hearing loss
introduction
some precepts to consider
conclusion
references
19. what are they now? listening and spoken language outcomes
introduction
the questions
the respondents
reference
20. thoughts from two founders of the auditory-verbal approach
introduction
foreword, 1990 / Ling, Daniel
An auditory-verbal restrospective: A personal account of individual effort and international organization, 1989 / Beebe, Helen Hulick
References
Appendix A. Knowledge needed by listening and skpoken language specialists
Appendix B. Listening and spoken language specialists (LSLS) domains addressed in this book
Appendix C. Description, approaches, and practice of listening and spoken language specialits
IndexEjemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Literacy : Reading the word and the world Tipo de documento: texto impreso Autores: Freire, Paulo, Autor ; Macedo, Donaldo, Autor ; Berthoff, Ann, Prefacio, etc ; Giroux, Henry A., Prefacio, etc Editorial: Massachusets [Estados unidos de america] : Bergin and Garvey Fecha de publicación: 1987 Colección: Critical studies on education Número de páginas: 184 p. ISBN/ISSN/DL: 978-0-89789-126-4 Idioma : Inglés (eng) Clasificación: Educación:Lectura
Etapas de desarrollo:Adultez
Psicología:Pedagogía
Regiones:Estados Unidos de América
Regiones:Guinea-BissauNota de contenido: Contents
Introduction / Giroux, Henry A.
Foreword / Berthoff, Ann
Chapter 1. The importance of the act of reading
Chapter 2. Adult literacy and popular libraries
Chapter 3. Rethinking literacy: a dialogue
Chapter 4. The people speak their word: literacy in action
Chapter 5. Literacy in Guinea-Bissau revisited
Chapter 6. The illiteracy of literacy in the united states
Chapter 7. Literacy and critical pedagogy
Appendix: letter to Mario Cabral
Chapter notes
Bibliography
index
Literacy : Reading the word and the world [texto impreso] / Freire, Paulo, Autor ; Macedo, Donaldo, Autor ; Berthoff, Ann, Prefacio, etc ; Giroux, Henry A., Prefacio, etc . - Bergin and Garvey, 1987 . - 184 p.. - (Critical studies on education) .
ISBN : 978-0-89789-126-4
Idioma : Inglés (eng)
Clasificación: Educación:Lectura
Etapas de desarrollo:Adultez
Psicología:Pedagogía
Regiones:Estados Unidos de América
Regiones:Guinea-BissauNota de contenido: Contents
Introduction / Giroux, Henry A.
Foreword / Berthoff, Ann
Chapter 1. The importance of the act of reading
Chapter 2. Adult literacy and popular libraries
Chapter 3. Rethinking literacy: a dialogue
Chapter 4. The people speak their word: literacy in action
Chapter 5. Literacy in Guinea-Bissau revisited
Chapter 6. The illiteracy of literacy in the united states
Chapter 7. Literacy and critical pedagogy
Appendix: letter to Mario Cabral
Chapter notes
Bibliography
index
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Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar Pennsylvania department of public welfare
Título : Pennsylvania department of public welfare Tipo de documento: texto impreso Editorial: Office of child development and early learning. Departments of education and public welfare Idioma : Inglés (eng) Clasificación: Etapas de desarrollo:Infancia
Regiones:Estados Unidos de América[publicación periódica] Ver los números disponibles Pennsylvania department of public welfare [texto impreso] . - [S.l.] : Office of child development and early learning. Departments of education and public welfare.
Idioma : Inglés (eng)
Clasificación: Etapas de desarrollo:Infancia
Regiones:Estados Unidos de América
Título : Reading begins at home : Preparing children for reading before they go to school Tipo de documento: texto impreso Autores: Clay, Marie, Autor ; Butler, Dorothy, Autor Mención de edición: updated ed. Editorial: Auckland [Nueva Zelanda] : Heinemann Fecha de publicación: 1987 Número de páginas: 43 p. Il.: il. ISBN/ISSN/DL: 978-0-435-08443-1 Idioma : Inglés (eng) Clasificación: Educación:Lectura
Etapas de desarrollo:Infancia
Regiones:Estados Unidos de AméricaNota de contenido: Contents
1. First thoughts
2. At home
3. Books, books, books
4. More direct instruction
5. Parents’ questions
6. Books for parents and children
Reading begins at home : Preparing children for reading before they go to school [texto impreso] / Clay, Marie, Autor ; Butler, Dorothy, Autor . - updated ed. . - Auckland (Nueva Zelanda) : Heinemann, 1987 . - 43 p. : il.
ISBN : 978-0-435-08443-1
Idioma : Inglés (eng)
Clasificación: Educación:Lectura
Etapas de desarrollo:Infancia
Regiones:Estados Unidos de AméricaNota de contenido: Contents
1. First thoughts
2. At home
3. Books, books, books
4. More direct instruction
5. Parents’ questions
6. Books for parents and children
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Título : Starting small : Teaching tolerance in preschool and the early grades Tipo de documento: texto impreso Autores: The teaching tolerance project, Autor ; Paley, Vivian Gussin, Prefacio, etc Editorial: Teaching Tolerance Fecha de publicación: c1997 Número de páginas: vii p., 250 p. Idioma : Español (spa) Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Psicología:Pedagogía
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Forweord
Introduction
Chapter 1 Everybody's story Seattle, washington
racial and ethnic awareness
affirming identity
family diversity
respecting all families
Chapter 2 A wilder circle Aptos, California
Fairness
Nurturing justice
gender awareness
fostering gender equiti
Chapter 3 from the gorund up Shawnee, Ohio
Friendship connections
building friendship skills
sameness
discovering diversity
Chapter 4 A sense of wonder Denver, colorado
prejudice formation
facing prejudice
heroes
supporting children's power
Chapter 5 These little hands New Haven, Connecticut
The inclusive classroom
responding to special needs
play and work
integrating play and work
Chapter 6 pease takes practice North Miami, florida
Classroom rules and discipline
encouragin self´-discipline
little utiopias
creating a child haven
Chapter 7 layers of meaning Chicago, Illinois
childhood losses
coping with loss
new visions
Bookself
ContributorsStarting small : Teaching tolerance in preschool and the early grades [texto impreso] / The teaching tolerance project, Autor ; Paley, Vivian Gussin, Prefacio, etc . - Estados Unidos de América : Teaching Tolerance, c1997 . - vii p., 250 p.
Idioma : Español (spa)
Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Psicología:Pedagogía
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Forweord
Introduction
Chapter 1 Everybody's story Seattle, washington
racial and ethnic awareness
affirming identity
family diversity
respecting all families
Chapter 2 A wilder circle Aptos, California
Fairness
Nurturing justice
gender awareness
fostering gender equiti
Chapter 3 from the gorund up Shawnee, Ohio
Friendship connections
building friendship skills
sameness
discovering diversity
Chapter 4 A sense of wonder Denver, colorado
prejudice formation
facing prejudice
heroes
supporting children's power
Chapter 5 These little hands New Haven, Connecticut
The inclusive classroom
responding to special needs
play and work
integrating play and work
Chapter 6 pease takes practice North Miami, florida
Classroom rules and discipline
encouragin self´-discipline
little utiopias
creating a child haven
Chapter 7 layers of meaning Chicago, Illinois
childhood losses
coping with loss
new visions
Bookself
ContributorsReserva
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Título : Transition to high school 7th and 8th grades Tipo de documento: texto impreso Editorial: Massachusetts [EE. UU.] : The Mainstream Center, CLARKE Fecha de publicación: c2007 Número de páginas: x p. Il.: il. Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Educación
Regiones:Estados Unidos de AméricaTransition to high school 7th and 8th grades [texto impreso] . - Massachusetts (Northampton, 01060-2124, EE. UU.) : The Mainstream Center, CLARKE, c2007 . - x p. : il.
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Educación
Regiones:Estados Unidos de AméricaReserva
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es un número de ASHA Leader
Título : Vol. 12 N. 11 - Boston Convention Program Tipo de documento: texto impreso Fecha de publicación: 1996 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Regiones:Estados Unidos de América[número]
es un número de ASHA Leader
Vol. 12 N. 11 - Boston Convention Program [texto impreso] . - 1996.
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Regiones:Estados Unidos de AméricaReserva
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