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Social Communicative Interactions Of Children With Hearing Loss In A Typical Preschool Setting
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Book Synopsis Social Communicative Interactions of Children with Hearing Loss in a Typical Preschool Setting by : Erin E. Passman
Download or read book Social Communicative Interactions of Children with Hearing Loss in a Typical Preschool Setting written by Erin E. Passman and published by . This book was released on 2003 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social Competence of Deaf and Hard-of-Hearing Children by : Shirin D. Antia
Download or read book Social Competence of Deaf and Hard-of-Hearing Children written by Shirin D. Antia and published by Oxford University Press. This book was released on 2015-06-01 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social Competence of Deaf and Hard-of-Hearing Children addresses the development, assessment, and promotion of social competence in children who are deaf or hard-of-hearing (DHH). Most children readily develop social competence through the mutually dependent development of social skills and social relationships. Why then write a book on the social competence of DHH children? Hearing loss, with its resulting communication challenges, has the potential to impede the development of social skills and restrict social relationships. In this volume, Shirin D. Antia and Kathryn H. Kreimeyer highlight multiple strategies that teachers, families, and community members can utilize to promote the social competence of DHH children. The authors approach this topic by first describing the development and expression of social competence in infants, as well as in preschool- and school-age hearing and DHH children. Socially competent children display a flexible repertoire of social behaviors that are appropriately utilized in varying social situations and which further children's social goals. Since social competence develops initially through interactions between infants and their caretakers, a primary consideration for children with hearing loss is that the infant and caretaker share a common communication approach to facilitate early interaction. As infants become preschool age, opportunities for interactions with other children increase and social interactions revolve around play. The development of interactive and of pretend play requires children to communicate with one another to assume roles, share fantasies, and solve social conflicts. DHH children must develop communication skills to participate in interactive play, and hearing children may need guidance to successfully engage with DHH peers. For school-age children, the importance of peer acceptance increases; DHH children need supportive situations both within and outside of school to interact with peers, develop friendships, and refine the social behaviors that promote peer acceptance. The authors present a variety of practical ways to assess the social competence of DHH children. They emphasize the role of assessment in identifying social strengths and needs to establish a basis for any necessary intervention. They then present ways to promote social competence, with a separate focus on strategies appropriate for young DHH children and for school-age DHH children. For both age groups, the authors address the role of families, professionals, schools, and communities in helping children develop the skills needed to become socially competent individuals. This book will be a valuable resource for the parents and families of DHH children, for the general and special educators who teach these children, and for the researchers who describe development and evaluate the effectiveness of strategies to promote the social competence of DHH children.
Book Synopsis Educating Deaf Learners by : Harry Knoors
Download or read book Educating Deaf Learners written by Harry Knoors and published by Oxford University Press. This book was released on 2015-06-10 with total page 689 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in general, and education for deaf learners in particular, has gone through significant changes over the past three decades. And change certainly will be the buzzword in the foreseeable future. The rapid growth of information and communication technology as well as progress in educational, psychological, and allied research fields have many scholars questioning aspects of traditional school concepts. For example, should the classroom be "flipped" so that students receive instruction online at home and do "homework" in school? At the same time, inclusive education has changed the traditional landscape of special education and thus of deaf education in many if not all countries, and yet deaf children continued to lag significantly behind hearing peers in academic achievement. As a consequence of technological innovations (e.g., digital hearing aids and early bilateral cochlear implants), the needs of many deaf learners have changed considerably. Parents and professionals, however, are just now coming to recognize that there are cognitive, experiential, and social-emotional differences between deaf and hearing students likely to affect academic outcomes. Understanding such differences and determining ways in which to accommodate them through global cooperation must become a top priority in educating deaf learners. Through the participation of an international, interdisciplinary set of scholars, Educating Deaf Learners takes a broader view of learning and academic achievement than any previous work, considering the whole child. In adopting this broad perspective, the authors capture the complexities and commonalities in the social, emotional, cognitive, and linguistic mosaic of which the deaf child is a part. It is only through such a holistic consideration that we can understand their academic potential.
Book Synopsis Communicative Interaction of Hearing and Hearing-impaired Children in a Kindergarten Classroom Using Reverse Mainstreaming by : Joan C. P. Newsome
Download or read book Communicative Interaction of Hearing and Hearing-impaired Children in a Kindergarten Classroom Using Reverse Mainstreaming written by Joan C. P. Newsome and published by . This book was released on 1992 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Interaction Within a Typical and Hearing-impaired Preprimary Setting by : Anne Keil Soderman
Download or read book Interaction Within a Typical and Hearing-impaired Preprimary Setting written by Anne Keil Soderman and published by . This book was released on 1979 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Pragmatic Language Disorders by : Louise Cummings
Download or read book Handbook of Pragmatic Language Disorders written by Louise Cummings and published by Springer Nature. This book was released on 2021-09-22 with total page 729 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reference work is the first to examine pragmatic language disorders of clients in complex and underserved populations. In chapters written by a range of experts, the unique pragmatic language skills of clients are examined, allowing for a broad overview. The text gives focus to client groups with complex cognitive and psychiatric problems and children and adults that have been underserved by clinical language services because of maltreatment and social exclusion. Pragmatic disorders are examined in children with sensory loss, children who have been exposed to HIV and substance abuse, and adults with Huntington's disease and other complex neurodegenerative pathologies. This Handbook is an essential reference for researchers and clinicians in speech-language pathology, linguistics, psychology, and education.
Book Synopsis Peer Interactions of Preschool Children with and Without Hearing Loss by : Joanne Marie DeLuzio
Download or read book Peer Interactions of Preschool Children with and Without Hearing Loss written by Joanne Marie DeLuzio and published by . This book was released on 2009 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preschool peer interaction is reported to provide significant contributions to children's overall development. Peer interaction encompasses many skills but initiations and responses are important because of their pivotal role in facilitating children's entry into any peer interaction. Initiation and response skills of 12 orally-trained children with severe to profound hearing loss (SPHL) and 12 children with typical hearing were compared during group play in integrated preschool programs. The two groups of children were matched on a number of variables and assessed for intelligence, language, speech intelligibility, and social maturity. The children did not differ in intelligence. The children with typical hearing had significantly higher scores on all of the other measures. The matched pairs of children were videotaped on two occasions playing in small peer groups. Initiations and responses were transcribed and coded for frequency, type (i.e., Related Activity, Unrelated Activity, Wait and Hover, Disruption), and modality (i.e., verbal, vocal, gestural, combination) of initiations as well as peer responses to initiations. Results indicated that the children with SPHL initiated peer interactions as often as the children with typical hearing using similar strategies and modalities. However, they received fewer responses to their initiations and were ignored over 80% of the time compared to 46% for typically hearing children. The initiation strategy receiving the most peer responses was Unrelated Activity while the strategy of Wait and Hover rarely received peer responses. Although there were significantly more interaction invitations directed to children with typical hearing than to children with SPHL, there was no difference in the children's ability to respond to the peer interaction invitations. As well, the children did not differ in complexity of utterances and number of exchanges following initiations. Initiation and response skills were not related to measures of language and social development but were related to ratings of the children's speech intelligibility. The benefits of inclusion for preschool children with SPHL will not be realized if they do not have the same interaction opportunities as their playmates. Intervention needs to include both groups of children. A unique conceptual model is presented to describe preschool peer interaction development.
Book Synopsis Hearing Loss by : National Research Council
Download or read book Hearing Loss written by National Research Council and published by National Academies Press. This book was released on 2004-12-17 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Millions of Americans experience some degree of hearing loss. The Social Security Administration (SSA) operates programs that provide cash disability benefits to people with permanent impairments like hearing loss, if they can show that their impairments meet stringent SSA criteria and their earnings are below an SSA threshold. The National Research Council convened an expert committee at the request of the SSA to study the issues related to disability determination for people with hearing loss. This volume is the product of that study. Hearing Loss: Determining Eligibility for Social Security Benefits reviews current knowledge about hearing loss and its measurement and treatment, and provides an evaluation of the strengths and weaknesses of the current processes and criteria. It recommends changes to strengthen the disability determination process and ensure its reliability and fairness. The book addresses criteria for selection of pure tone and speech tests, guidelines for test administration, testing of hearing in noise, special issues related to testing children, and the difficulty of predicting work capacity from clinical hearing test results. It should be useful to audiologists, otolaryngologists, disability advocates, and others who are concerned with people who have hearing loss.
Book Synopsis AUDITORY-VERBAL PRACTICE by : Ellen A. Rhoades
Download or read book AUDITORY-VERBAL PRACTICE written by Ellen A. Rhoades and published by Charles C Thomas Publisher. This book was released on 2017-01-19 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the first edition of this text, families across English-speaking nations have become more diverse and complex, more early intervention practitioners have begun embracing the imperative for family-centered early intervention, and increasingly more families and their young children with hearing loss have been requesting the services of auditory-verbal practitioners. This second edition, designed to be more reader-friendly, is a cross-cultural collaboration of expert family-centered practitioners that focus on how families and their infants and toddlers with hearing loss might best be served. Toward that end, the authors in this book examine the process toward certification in the field of auditory-verbal practice and the empirical bases as well as research outcomes pertaining to this global-wide practice. The development of a systemic and positive perspective, critical for practitioners who must evolve to serve more than just the parent-child dyad, is analyzed. Theoretical and practical bases of family-based models and parent-child interactions are explored. Issues related to diverse family structures and interactions are considered across chapters. The family decision-making process and family-centered strategies that can be effectively implemented by practitioners are discussed in detail. Implementing and evaluating routines-based interventions within natural environments as well as ways of engaging families with current technologies are included in this comprehensive resource. This book provides early intervention service providers with thought-provoking insights into the challenges and opportunities that affect 21st century auditory-verbal practice.
Book Synopsis Longitudinal Study of Australian Children by :
Download or read book Longitudinal Study of Australian Children written by and published by . This book was released on 2005 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Education for Inclusion by : Chris Forlin
Download or read book Teacher Education for Inclusion written by Chris Forlin and published by Taylor & Francis. This book was released on 2010 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools around the world. The book considers themes including social and political challenges regarding teacher education, and innovative approaches to teacher training.
Book Synopsis Mode Alternation by Deaf and Hard of Hearing Preschool Aged Children by : Melinda Virginia Moreno
Download or read book Mode Alternation by Deaf and Hard of Hearing Preschool Aged Children written by Melinda Virginia Moreno and published by . This book was released on 1995 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognitive and Social Play Behaviors of Hearing-impaired Preschoolers Using Different Modes of Communication by : Anne Teresa Heintzelman
Download or read book Cognitive and Social Play Behaviors of Hearing-impaired Preschoolers Using Different Modes of Communication written by Anne Teresa Heintzelman and published by . This book was released on 1982 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Educating Deaf Students by : Marc Marschark
Download or read book Educating Deaf Students written by Marc Marschark and published by Oxford University Press. This book was released on 2006 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Longitudinal Investigation of the Communicative Interaction Between Mothers and Deaf Children by :
Download or read book A Longitudinal Investigation of the Communicative Interaction Between Mothers and Deaf Children written by and published by . This book was released on 1988 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents research that shows the mothers of hearing-impaired children use a more controlling style of interaction than those of normal children. The study assesses the relationship between maternal control and the communicative competence of preschool-aged children with severe and profound hearing losses. Evidence indicates the degree of control shown by mothers of hearing-impaired children is partly a response to their children's lesser language capabilities. Findings have implications for the development of a training program to facilitate communication between mothers and hearing-impaired children.
Book Synopsis Building a Language-focused Curriculum for the Preschool Classroom: A foundation for lifelong communication by : Betty H. Bunce
Download or read book Building a Language-focused Curriculum for the Preschool Classroom: A foundation for lifelong communication written by Betty H. Bunce and published by Brookes Publishing Company. This book was released on 1995 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: A well-designed language-focused curriculum creates natural and teacher-directed opportunities for preschoolers to develop the language and communication skills that are essential to later academic success. And all children benefit -- those with language impairments, those learning English as a second language, and those developing typically. Volume I explains how children acquire language and proves the merits of a culturally sensitive, individualized approach to helping young children learn.
Book Synopsis Transforming the Workforce for Children Birth Through Age 8 by : National Research Council
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
