LEADER 02001nam 2200349 n 450 001 996396213003316 005 20221108062135.0 035 $a(CKB)4330000000332128 035 $a(EEBO)2248562027 035 $a(UnM)99839739 035 $a(EXLCZ)994330000000332128 100 $a19910104d1622 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 04$aThe Italian prophecier. That is, A prognostication made for the yeere of our Lord God 1622. Practised by Antonio Magino, Professour of the Mathematickes, in the towne of Bononia, written fiue yeeres past: declaring many wonders and fearefull proceedings, wherewith the world is threatned to happen therein by warre this present yeere. With notable complaints made by diuers nations, touching the present estate of their countrey. Faithfully translated out of Italian into Dutch, and now into English$b[electronic resource] 210 $a[London?] $cPrinted [by E. Allde?]$dMDCXXII. [1622] 215 $a[2], 21, [1] p 300 $aPrinter's name from STC. 300 $aPages cropped at foot, with some loss of signatures. 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aAstrology$vEarly works to 1800 615 0$aAstrology 700 $aMagini$b Giovanni Antonio$f1555-1617.$055127 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996396213003316 996 $aThe Italian prophecier. That is, A prognostication made for the yeere of our Lord God 1622. Practised by Antonio Magino, Professour of the Mathematickes, in the towne of Bononia, written fiue yeeres past: declaring many wonders and fearefull proceedings, wherewith the world is threatned to happen therein by warre this present yeere. With notable complaints made by diuers nations, touching the present estate of their countrey. Faithfully translated out of Italian into Dutch, and now into English$92373859 997 $aUNISA LEADER 04231nam 2200469 450 001 9910825372703321 005 20230817190659.0 010 $a1-4758-4203-1 035 $a(CKB)4100000005465580 035 $a(MiAaPQ)EBC5492281 035 $a(MiAaPQ)EBC5450561 035 $a(Au-PeEL)EBL5450561 035 $a(OCoLC)1045573634 035 $a(EXLCZ)994100000005465580 100 $a20190227d2019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDoes my child have a developmental delay? $ea step-by-step guide for parents on early intervention /$fSarah Vanover 210 1$aLanham, Maryland :$cRowman & Littlefield,$d2019. 215 $a1 online resource (xix, 169 pages) 311 $a1-4758-4202-3 327 $aIntro -- Contents -- Foreword -- Preface -- My Story -- Changing My Perspective -- 1 Noticing Differences -- Child Development Principles -- Developmental Milestones -- 1 Story 1: Jack -- 2 What Is a Developmental Delay? -- What Is a Developmental Delay? -- What Causes a Developmental Delay? -- What Is the Difference between a Developmental Delay and a Disability? -- Cognitive Development -- Language Development -- Social and Emotional Development -- Motor Development -- Self-Help Skills -- Sensory System Development and Sensory Processing Disorders -- Reference -- 2 Story 2: Luke -- 3 Assessments and Conferences -- What Are Assessments? -- Who Can Assess a Child? -- The Purpose of Developmental Assessments -- How Teachers Share Information with Families -- The Purpose of a Conference -- 3 Story 3: Sophia -- 4 Referrals and Evaluations -- Before a Referral -- What Is a Referral? -- Who Makes Referrals? -- What Is an Evaluation? -- What Do Evaluation Results Mean? -- What Options Do You Have after the Evaluation? -- 4 Story 4: Erica -- 5 The Burden on the Family -- What Is Chronic Sorrow? -- Stages of Grief -- Traits of Parents Raising Children with Special Needs -- Being the Expert on Your Child -- 5 Story 5: Tommy -- 6 Alphabet Soup -- Creating a Plan -- Inside the Classroom Environment -- The Rights of Children and Families -- Support Services for Children with Special Needs -- Alternatives to an IEP -- 6 Story 6: Brian -- 7 The "New" Special Education -- The Inclusive Model -- See It, Do It, Teach It / Peer Role Models -- Team Approach -- Therapy in the Classroom -- The Natural Environment -- 7 Story 7: Amelia -- 8 The Early Intervention Team -- The Role of the Developmental Interventionist (IFSP Team Member) -- The Role of the Classroom Teacher -- The Role of the Therapists -- The Role of the Family -- The Role of the Social Worker. 327 $aThe Role of the Medical Professional -- The Role of the Environment -- Collaborating as a Team -- 8 Story 8: The Classroom Teacher's Perspective -- 9 The Parent's Roles as Advocate -- What Does It Mean to Be an Advocate? -- When Do I Need to Start Advocating for My Child? -- Do I Need to Learn About Certain Laws? -- What Are Advocacy Strategies That Families Need to Use? -- What Does the World Need to Know About My Child? -- Speaking Up without Turning People Off -- Going Forward -- About the Author. 330 $aThis book takes parents through the progression of a developmental referral, the evaluation process, the benefits of early intervention, and the roles of the teachers and therapists on the child's support team. It includes personal stories from families who have been through the early intervention process. 606 $aLearning disabled children$xEducation (Early childhood) 606 $aSlow learning children$xEducation (Early childhood) 606 $aEarly childhood education$xParent participation 615 0$aLearning disabled children$xEducation (Early childhood) 615 0$aSlow learning children$xEducation (Early childhood) 615 0$aEarly childhood education$xParent participation. 676 $a371.90472 700 $aVanover$b Sarah Taylor$01599361 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910825372703321 996 $aDoes my child have a developmental delay$93985629 997 $aUNINA