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Editorial Paul H. Brookes 
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Refinar búsquedaThe art and practice of home visiting / Cook, Ruth E.
Título : The art and practice of home visiting : Early intervention for children with special needs and their families Tipo de documento: texto impreso Autores: Cook, Ruth E., Autor ; Sparks, Shirley N., Autor ; Rossetti, Louis M., Prefacio, etc Editorial: Baltimore : Paul H. Brookes Fecha de publicación: c2008 Número de páginas: 286 p. Il.: il. ISBN/ISSN/DL: 978-1-557-66885-1 Idioma : Inglés (eng) Clasificación: Discapacidad:Mental
Discapacidad:Motora
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia
Medicina:Atención Temprana
Medicina:Autismo
SociologíaNota de contenido: Contents
About the authors
Foreword / Rossetti, Louis
From a mother to her home visitors / Yurtin, Lori
Preface
Acknowledgments
1. An overview of home visiting
2. Understanding families as systems
3. Building home visitor-family relationships
4. Structuring home visitation
5. Facilitating adult-chid interaction
6. Guidelines for intervention for children with various disorders / col. Osselaer, Carole
7. Special family challenges
8. Expanding the early intervention team / col. Osselaer, Carole
9. Personal concerns of the home visitor
References
Appendix
Index
The art and practice of home visiting : Early intervention for children with special needs and their families [texto impreso] / Cook, Ruth E., Autor ; Sparks, Shirley N., Autor ; Rossetti, Louis M., Prefacio, etc . - Baltimore : Paul H. Brookes, c2008 . - 286 p. : il.
ISBN : 978-1-557-66885-1
Idioma : Inglés (eng)
Clasificación: Discapacidad:Mental
Discapacidad:Motora
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia
Medicina:Atención Temprana
Medicina:Autismo
SociologíaNota de contenido: Contents
About the authors
Foreword / Rossetti, Louis
From a mother to her home visitors / Yurtin, Lori
Preface
Acknowledgments
1. An overview of home visiting
2. Understanding families as systems
3. Building home visitor-family relationships
4. Structuring home visitation
5. Facilitating adult-chid interaction
6. Guidelines for intervention for children with various disorders / col. Osselaer, Carole
7. Special family challenges
8. Expanding the early intervention team / col. Osselaer, Carole
9. Personal concerns of the home visitor
References
Appendix
Index
Reserva
Reservar este documento
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Título : The young deaf or hard of hearing child : A family-centered approach to early education Tipo de documento: texto impreso Autores: Bodner-Johnson, Barbara, Editor científico ; Sass-Lehrer, Marilyn, Editor científico ; Yoshinaga-Itano, Christine, Prefacio, etc Editorial: Baltimore : Paul H. Brookes Fecha de publicación: C2003 Número de páginas: xxvi p., 502 p. ISBN/ISSN/DL: 978-1-557-66579-9 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia
Familia:Padres
Medicina:Atención TempranaNota de contenido: Includes: bibliographical references and index
Contents
About the editors
Contributors
Foreword / Yoshinaga Itano, Christine
Acknowledgments [sic.]
Introduction
Section One: The Family
Chapter one - The deaf child in the family / Bodner-Johnson, Barbara
Chapter two - Support for Parents: Promoting visual attention and literacy in a changing world / Meadow-Orlans, Kathryn P.
Chapter three - Family Rights, Legislation, and Policies: what professionals need to know to promote family involvement and advocacy / Sonnenstrahl Benedct, Beth; Raimondo, Barbara
Section Two: Program Foundations
Chapter Four - Identification of permant childhood hearing loss through universal newborn hearing screening programs / Culpepper, Brandt
Chapter Five - Family-centered developmental assessment / Hafer, Jan Christian; Stredler-Brown, Arlene
Chapter six - Programs and services for deaf and hard of hearing children and their families / Sass-Lehrer Marilyn
Chapter seven - evaluation of early intervention programs / Mertens, Donna M.; Delk, Linda; Weidekamp, Lisa
Section Three: Challenges in early education
Chapter eight - The hard of hearing child: the importance of appropriate programming / Rushmer, Nancy
Chapter Nine - Inclusion of young children who are deaf and hard of hearing / Croyle, Carol Jackson
Chapter Ten - educating Young deaf children with multiple disabilities / Jones, Thomas W.; Jones, Julie K.
Section Four: Language and communication
Chapter eleven: parent-child interaction: implications for intervention and development / Spencer, Patricia E.
Chapter Twelve - Language and literacy development in deaf children: implications of a sociocultural perspective / Erting, Carol J.
Chapter Thirteen - Technology: its impact on education and the future / Gatty, Janice C.
Section Five: Research Models
Chapter Fourteen - Redefining Family-centered services: early interventionist as ethnographer / Blackburn, Laura A.
Chapter fifteen - investigating families' experiences with early education: a team approach / Sass-Lehrer, Marilyn; Meadow-Orlans, Kathryn P./ Mertens, Donna M
Chapter sixteen - Signs of literacy: and ethnographic study of american sign language and english literacy acquisition / Erting, Carol J.
Recommended Resources
IndexThe young deaf or hard of hearing child : A family-centered approach to early education [texto impreso] / Bodner-Johnson, Barbara, Editor científico ; Sass-Lehrer, Marilyn, Editor científico ; Yoshinaga-Itano, Christine, Prefacio, etc . - Baltimore : Paul H. Brookes, C2003 . - xxvi p., 502 p.
ISBN : 978-1-557-66579-9
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia
Familia:Padres
Medicina:Atención TempranaNota de contenido: Includes: bibliographical references and index
Contents
About the editors
Contributors
Foreword / Yoshinaga Itano, Christine
Acknowledgments [sic.]
Introduction
Section One: The Family
Chapter one - The deaf child in the family / Bodner-Johnson, Barbara
Chapter two - Support for Parents: Promoting visual attention and literacy in a changing world / Meadow-Orlans, Kathryn P.
Chapter three - Family Rights, Legislation, and Policies: what professionals need to know to promote family involvement and advocacy / Sonnenstrahl Benedct, Beth; Raimondo, Barbara
Section Two: Program Foundations
Chapter Four - Identification of permant childhood hearing loss through universal newborn hearing screening programs / Culpepper, Brandt
Chapter Five - Family-centered developmental assessment / Hafer, Jan Christian; Stredler-Brown, Arlene
Chapter six - Programs and services for deaf and hard of hearing children and their families / Sass-Lehrer Marilyn
Chapter seven - evaluation of early intervention programs / Mertens, Donna M.; Delk, Linda; Weidekamp, Lisa
Section Three: Challenges in early education
Chapter eight - The hard of hearing child: the importance of appropriate programming / Rushmer, Nancy
Chapter Nine - Inclusion of young children who are deaf and hard of hearing / Croyle, Carol Jackson
Chapter Ten - educating Young deaf children with multiple disabilities / Jones, Thomas W.; Jones, Julie K.
Section Four: Language and communication
Chapter eleven: parent-child interaction: implications for intervention and development / Spencer, Patricia E.
Chapter Twelve - Language and literacy development in deaf children: implications of a sociocultural perspective / Erting, Carol J.
Chapter Thirteen - Technology: its impact on education and the future / Gatty, Janice C.
Section Five: Research Models
Chapter Fourteen - Redefining Family-centered services: early interventionist as ethnographer / Blackburn, Laura A.
Chapter fifteen - investigating families' experiences with early education: a team approach / Sass-Lehrer, Marilyn; Meadow-Orlans, Kathryn P./ Mertens, Donna M
Chapter sixteen - Signs of literacy: and ethnographic study of american sign language and english literacy acquisition / Erting, Carol J.
Recommended Resources
IndexReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Routines-based early intervention : Supporting young children and their families Tipo de documento: texto impreso Autores: McWilliam, R. A., Autor Editorial: Baltimore : Paul H. Brookes Fecha de publicación: c2010 Número de páginas: 268 p. ISBN/ISSN/DL: 978-1-598-57062-5 Idioma : Inglés (eng) Clasificación: Etapas de desarrollo:Infancia
Familia
Medicina:Atención Temprana
Medicina:AutismoNota de contenido: Contents
About the author
Prologue
Acknowledgments
Section I Introduction
Chapter 1 Advances in early intervention
concepts of family centeredness
natural environments
inclusion and embeddedness
the need for this model
chapter 2 how to use this book
model fidelity
implementation across types of programs
relevant research embedded
cast of characters
items from the FINESSE
conclusion
Section II Understanding the family ecology
Chapter 3 intake
first encounters
written materials
initial referral call
intake steps
telling the child's story
items from the FINESSE
Appendix 3.1 Intake checklist
Chapter 4 Constructing ecomaps
how do you complete an Ecomap?
Use and interpretation
Strenghths and concerns
review
treatment fidelity issues
examples
summary
test on intake
appendix 4.1 Ecomap checklist
Section III needs assessment and intervention planning
Chapter 5 assessment
assessment questions
assessment postulates
Evaluation and assessment in part C
assessment on the IFSP
current levels of functioning
service coordinator roles
items from the FINESSE
test on assessment
apprendix 5.1 infant/toddler/assessment checklist
Chapter 6 the routines-based interview
confluence of two models
research on the RBI
what are routines?
routines-based interview
outcome writing
strategies and review
the most common concern among professionals
sample outcome lists
implementation
items from the FINESSE
test on the RBI
Appendix 6.1 family preparation form
Appendix 6.2 RBI implementation checklist
chapter 7 writing functional IFSPs and IEPs
functional outcomes / goals
eight steps to writing participation-based outcomes
other criterion types
FAQs
writing family-level outcomes
hiding family outcomes in other places on the IFSP
Items from the FINESSE
Goal functionality scale III
Section summary
Test on needs assessment and intervention planning
Section IV Model of service delivery
Chapter 8 Deciding on services
the key question
items from the FINESSE
sample outcome list
test on service decision making
appendix 8.1 service decision checklist
chapter 9 organizing transdiciplinary services
principles
organizing the program
special consideration fro consultation to child care
working with communities
forming teams
making the PSP model work: Choosing a PSP
the joint home visit
addressing fears of change
services on the IFSP
Benefits of the psp model
is autism a special situation?
the economics of the psp model
items from the FINESSE
checklists
examples
section summary
test on organizing service delivery
Appendix 9.1 transdiciplinary srvice delivery checklist
appendix 9.2 primary service provider checklist
appendix 9.3 consulting team member checklist
Section V natural environment locations
chapter 10 support-based home visits
how children learn and how services work
the need for support-based home visits
vanderbild home visit script
items from the FINESSE
support-based early intervention
summary
test on home visits
appendix 10.1 vandervilt home visit script (VHVS)
appendix 10.2 support-based home visiting checklist
Chapter 11 Collaborative consultation to child care
settings
consultation
integrated therapy and special education
Research findings
Direct versus consultative
challenges
items from the finesse
test on collaborative conultation
appendix 11.1 consultation checklist
Section VI effecting change
chapter 12 implementing the model: systems, service coordination, personnel preparation, and evaluation
programs
communities
states
professional associations
service coordination
personel preparation
evaluation
conclusion
Refferences
Glossary
Appendix
IndexRoutines-based early intervention : Supporting young children and their families [texto impreso] / McWilliam, R. A., Autor . - Baltimore : Paul H. Brookes, c2010 . - 268 p.
ISBN : 978-1-598-57062-5
Idioma : Inglés (eng)
Clasificación: Etapas de desarrollo:Infancia
Familia
Medicina:Atención Temprana
Medicina:AutismoNota de contenido: Contents
About the author
Prologue
Acknowledgments
Section I Introduction
Chapter 1 Advances in early intervention
concepts of family centeredness
natural environments
inclusion and embeddedness
the need for this model
chapter 2 how to use this book
model fidelity
implementation across types of programs
relevant research embedded
cast of characters
items from the FINESSE
conclusion
Section II Understanding the family ecology
Chapter 3 intake
first encounters
written materials
initial referral call
intake steps
telling the child's story
items from the FINESSE
Appendix 3.1 Intake checklist
Chapter 4 Constructing ecomaps
how do you complete an Ecomap?
Use and interpretation
Strenghths and concerns
review
treatment fidelity issues
examples
summary
test on intake
appendix 4.1 Ecomap checklist
Section III needs assessment and intervention planning
Chapter 5 assessment
assessment questions
assessment postulates
Evaluation and assessment in part C
assessment on the IFSP
current levels of functioning
service coordinator roles
items from the FINESSE
test on assessment
apprendix 5.1 infant/toddler/assessment checklist
Chapter 6 the routines-based interview
confluence of two models
research on the RBI
what are routines?
routines-based interview
outcome writing
strategies and review
the most common concern among professionals
sample outcome lists
implementation
items from the FINESSE
test on the RBI
Appendix 6.1 family preparation form
Appendix 6.2 RBI implementation checklist
chapter 7 writing functional IFSPs and IEPs
functional outcomes / goals
eight steps to writing participation-based outcomes
other criterion types
FAQs
writing family-level outcomes
hiding family outcomes in other places on the IFSP
Items from the FINESSE
Goal functionality scale III
Section summary
Test on needs assessment and intervention planning
Section IV Model of service delivery
Chapter 8 Deciding on services
the key question
items from the FINESSE
sample outcome list
test on service decision making
appendix 8.1 service decision checklist
chapter 9 organizing transdiciplinary services
principles
organizing the program
special consideration fro consultation to child care
working with communities
forming teams
making the PSP model work: Choosing a PSP
the joint home visit
addressing fears of change
services on the IFSP
Benefits of the psp model
is autism a special situation?
the economics of the psp model
items from the FINESSE
checklists
examples
section summary
test on organizing service delivery
Appendix 9.1 transdiciplinary srvice delivery checklist
appendix 9.2 primary service provider checklist
appendix 9.3 consulting team member checklist
Section V natural environment locations
chapter 10 support-based home visits
how children learn and how services work
the need for support-based home visits
vanderbild home visit script
items from the FINESSE
support-based early intervention
summary
test on home visits
appendix 10.1 vandervilt home visit script (VHVS)
appendix 10.2 support-based home visiting checklist
Chapter 11 Collaborative consultation to child care
settings
consultation
integrated therapy and special education
Research findings
Direct versus consultative
challenges
items from the finesse
test on collaborative conultation
appendix 11.1 consultation checklist
Section VI effecting change
chapter 12 implementing the model: systems, service coordination, personnel preparation, and evaluation
programs
communities
states
professional associations
service coordination
personel preparation
evaluation
conclusion
Refferences
Glossary
Appendix
IndexReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Assessing young children in inclusive settings : The blended practices approach Tipo de documento: texto impreso Autores: Grisham-Brown, Jennifer, Autor ; Pretti-Frontczak, Kristie, Autor ; Bagnato, Stephen J., Autor Editorial: Baltimore : Paul H. Brookes Fecha de publicación: c2011 Número de páginas: xvii p., 265 p. Il.: il. ISBN/ISSN/DL: 978-1-598-57057-1 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Educación:Inclusión
Etapas de desarrollo:Infancia
Familia
MedicinaNota de contenido: Contents
About the authors
Contributors
Foreword / Bagnato, Stephen J.
Preface
Acknowledgments
Introduction / Grisham-Brown, Jennifer; Pretty-Frontczak, Kristie
Section I. Recommended practices
Chapter 1 Authentic assessment / Stevenson, Whitney A.; Grisham-Brown, Jennifer; Pretti- Frontczak, Kristie
Chapter 2 Family involvement in the assessment process / Hall, Anna H.; Rutland, Julie Harp; Grisham-Brown, Jennifer
Chapter 3 Recommended practices for assessing children with diverse abilities / Robbins, Sandra Hess; Pretti-Frontczak, Kristie; Grisham-Brown, Jennifer
Chapter 4 Recommended practices for determining technical adequacy / Pretti-Frontczak, Kristie; Shannon, Nicole R.
Section II. Reasons for conducting assessment
Chapter 1 Recommended practices in identifying children for special services / Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie; Hubbell, Sophia
Chapter 2 Assessment for program planning purposes / Hawkins, Sarah R.; Pretti-Frontczak, Kristie; Grisham-Brown, Jennifer; Brown, Teresa L.; Moore, Lydia
Chapter 3 Performance monitoring with a tiered instructional model / Pfeiffer-Fiala, Carrie; Pretti-Frontczak, Kristie; Moore, Lydia; Lyons, Ashley N.
Chapter 4 Progam evaluation / Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie
Index
Assessing young children in inclusive settings : The blended practices approach [texto impreso] / Grisham-Brown, Jennifer, Autor ; Pretti-Frontczak, Kristie, Autor ; Bagnato, Stephen J., Autor . - Baltimore : Paul H. Brookes, c2011 . - xvii p., 265 p. : il.
ISBN : 978-1-598-57057-1
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Educación:Inclusión
Etapas de desarrollo:Infancia
Familia
MedicinaNota de contenido: Contents
About the authors
Contributors
Foreword / Bagnato, Stephen J.
Preface
Acknowledgments
Introduction / Grisham-Brown, Jennifer; Pretty-Frontczak, Kristie
Section I. Recommended practices
Chapter 1 Authentic assessment / Stevenson, Whitney A.; Grisham-Brown, Jennifer; Pretti- Frontczak, Kristie
Chapter 2 Family involvement in the assessment process / Hall, Anna H.; Rutland, Julie Harp; Grisham-Brown, Jennifer
Chapter 3 Recommended practices for assessing children with diverse abilities / Robbins, Sandra Hess; Pretti-Frontczak, Kristie; Grisham-Brown, Jennifer
Chapter 4 Recommended practices for determining technical adequacy / Pretti-Frontczak, Kristie; Shannon, Nicole R.
Section II. Reasons for conducting assessment
Chapter 1 Recommended practices in identifying children for special services / Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie; Hubbell, Sophia
Chapter 2 Assessment for program planning purposes / Hawkins, Sarah R.; Pretti-Frontczak, Kristie; Grisham-Brown, Jennifer; Brown, Teresa L.; Moore, Lydia
Chapter 3 Performance monitoring with a tiered instructional model / Pfeiffer-Fiala, Carrie; Pretti-Frontczak, Kristie; Moore, Lydia; Lyons, Ashley N.
Chapter 4 Progam evaluation / Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie
Index
Reserva
Reservar este documento
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Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : The early childhood coaching handbook Tipo de documento: texto impreso Autores: Rush, Dathan D., Autor ; Shelden, M'Lisa L., Autor ; Dunn, Winnie, Autor Editorial: Baltimore : Paul H. Brookes Fecha de publicación: 2011 Número de páginas: xiii p., 220 p. ISBN/ISSN/DL: 978-1-598-57067-0 Idioma : Inglés (eng) Clasificación: Etapas de desarrollo:Infancia
Familia
Medicina:Atención Temprana
PsicologíaNota de contenido: Contents
About the authors
Foreword / Dunn, Winnie
Preface
Acknowledgments
1. Introduction to coaching
2. Research foundations of coaching
3. Characteristics of effective coaches
4. Coaching compared with other approaches to adult interaction
5. How to use a coaching style of interaction
6. Strategies for learning the coaching process
7. Coaching families
8. Coaching teachers
9. Coaching as part of professional development
10. The future of coaching in early childhood intervention
References
Index
The early childhood coaching handbook [texto impreso] / Rush, Dathan D., Autor ; Shelden, M'Lisa L., Autor ; Dunn, Winnie, Autor . - Baltimore : Paul H. Brookes, 2011 . - xiii p., 220 p.
ISBN : 978-1-598-57067-0
Idioma : Inglés (eng)
Clasificación: Etapas de desarrollo:Infancia
Familia
Medicina:Atención Temprana
PsicologíaNota de contenido: Contents
About the authors
Foreword / Dunn, Winnie
Preface
Acknowledgments
1. Introduction to coaching
2. Research foundations of coaching
3. Characteristics of effective coaches
4. Coaching compared with other approaches to adult interaction
5. How to use a coaching style of interaction
6. Strategies for learning the coaching process
7. Coaching families
8. Coaching teachers
9. Coaching as part of professional development
10. The future of coaching in early childhood intervention
References
Index
Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Promoting language and literacy in children who are deaf or hard of hearing Tipo de documento: texto impreso Autores: Moeller, Mary Pat, Autor ; Ertmer, David J., Autor ; Stoel-Gammon, Carol, Autor Editorial: Baltimore : Paul H. Brookes Fecha de publicación: c2016 Colección: Communication and language intervention Número de páginas: 432 p. Il.: il. Material de acompañamiento: 1 CD ISBN/ISSN/DL: 978-1-598-57733-4 Idioma : Inglés (eng) Clasificación: Accesibilidad:Tecnología
Comunicacion:Lengua de signos
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:Infancia
Medicina:Atención TempranaNota de contenido: Contents
1. Foundations of intervention
1.1. Audiological interventions for infants and preschoolers / Eiten, Leisha R.; Simmons, Jeffrey
1.2. Supporting families (birth to 3)/ Young, Alys; Russel, Jane
2. Early childhood interventions
2.1. Family centered early intervention / Moeller, Mary Pat; Mixan, Kristy
2.2. Family centered early intervention: supporting spoken language development in infants and young children / Moeller, Mary Pat; Cole, Elizabeth B.
2.3. Sign language, sign systems, and other visual modalities / Pittman, Paula; Sass-Lehrer, Marilyn; Abrams, Stacy R.
2.4. Auditory-verbal therapy: a conversational competence approach / McConkey Robbins, Amy
2.5. Phonological development and intervention approaches for children who are deaf or hard of hearing / Ertmer, David J.; Stoel-Gammon, Carol
2.6. Supportive early childhood practices and learning environments / Carotta, Catherine Cronin
2.7. Internet therapy: Providing listening and spoken language intervention to children who are deaf or hard of hearing / Broekelmann, Cheryl L.; Ertmer, David J.
3. Language and literacy in the school years
3.1. Reading the world: supporting theory of mind development in deaf or hard of hearing students / Westby, Carol; Wilson-Taber, Deborah
3.2. Models for facilitating literacy development / Luckner, John L.
3.3. Teaching writing: principles into practice / Mayer, Connie
3.4. Educational advocacy across the curriculum / DeConde Johnson, Cheryl
Afterword
Key words and definitions
Index
Promoting language and literacy in children who are deaf or hard of hearing [texto impreso] / Moeller, Mary Pat, Autor ; Ertmer, David J., Autor ; Stoel-Gammon, Carol, Autor . - Paul H. Brookes, c2016 . - 432 p. : il. + 1 CD. - (Communication and language intervention) .
ISBN : 978-1-598-57733-4
Idioma : Inglés (eng)
Clasificación: Accesibilidad:Tecnología
Comunicacion:Lengua de signos
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:Infancia
Medicina:Atención TempranaNota de contenido: Contents
1. Foundations of intervention
1.1. Audiological interventions for infants and preschoolers / Eiten, Leisha R.; Simmons, Jeffrey
1.2. Supporting families (birth to 3)/ Young, Alys; Russel, Jane
2. Early childhood interventions
2.1. Family centered early intervention / Moeller, Mary Pat; Mixan, Kristy
2.2. Family centered early intervention: supporting spoken language development in infants and young children / Moeller, Mary Pat; Cole, Elizabeth B.
2.3. Sign language, sign systems, and other visual modalities / Pittman, Paula; Sass-Lehrer, Marilyn; Abrams, Stacy R.
2.4. Auditory-verbal therapy: a conversational competence approach / McConkey Robbins, Amy
2.5. Phonological development and intervention approaches for children who are deaf or hard of hearing / Ertmer, David J.; Stoel-Gammon, Carol
2.6. Supportive early childhood practices and learning environments / Carotta, Catherine Cronin
2.7. Internet therapy: Providing listening and spoken language intervention to children who are deaf or hard of hearing / Broekelmann, Cheryl L.; Ertmer, David J.
3. Language and literacy in the school years
3.1. Reading the world: supporting theory of mind development in deaf or hard of hearing students / Westby, Carol; Wilson-Taber, Deborah
3.2. Models for facilitating literacy development / Luckner, John L.
3.3. Teaching writing: principles into practice / Mayer, Connie
3.4. Educational advocacy across the curriculum / DeConde Johnson, Cheryl
Afterword
Key words and definitions
Index
Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
