LEADER 00979nam--2200337---450- 001 990001821140203316 005 20040705133410.0 035 $a000182114 035 $aUSA01000182114 035 $a(ALEPH)000182114USA01 035 $a000182114 100 $a20040705d1971----km-y0itay0103----ba 101 0 $aeng 102 $aUK 105 $a||||||||001yy 200 1 $aStudiesin phonetic and linguistics$fDavid Abercrombie 210 $aLondon$cOxford University Press$d1971 215 $a151 p.$d22 cm 225 $aLanguage and language learning$v10 410 0$12001$aLanguage and language learning$v10 454 1$12001 461 1$1001-------$12001 700 1$aABERCROMBIE,$bDavid$0192610 801 0$aIT$bsalbc$gISBD 912 $a990001821140203316 951 $aII i D Coll. 3/10$b71289 L.M.$cII i D 959 $aBK 969 $aUMA 979 $aSIAV1$b10$c20040705$lUSA01$h1334 996 $aStudiesin phonetic and linguistics$9950600 997 $aUNISA LEADER 05525nam 2200685 a 450 001 9911020244903321 005 20200520144314.0 010 $a9786612349713 010 $a9781282349711 010 $a1282349716 010 $a9780470988138 010 $a0470988134 010 $a9780470986639 010 $a0470986638 035 $a(CKB)1000000000578517 035 $a(EBL)406485 035 $a(SSID)ssj0000115630 035 $a(PQKBManifestationID)11143662 035 $a(PQKBTitleCode)TC0000115630 035 $a(PQKBWorkID)10026251 035 $a(PQKB)10590308 035 $a(MiAaPQ)EBC406485 035 $a(OCoLC)795795361 035 $a(Perlego)2753406 035 $a(EXLCZ)991000000000578517 100 $a20080122d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBuilding blocks for learning, occupational therapy approaches $epractical strategies for the inclusion of special needs in primary school /$fJill Jenkinson, Tessa Hyde and Saffia Ahmad 210 $aChichester, West Sussex, U.K. $cWiley-Blackwell$dc2008 215 $a1 online resource (450 pages) 300 $aDescription based upon print version of record. 311 08$a9780470058572 311 08$a0470058579 320 $aIncludes bibliographical references (p. 421-422) and index. 327 $aBuilding Blocks for Learning: Occupational Therapy Approaches; Contents; Foreword; Acknowledgements; Introduction; Online resources; Foundation Skills; Introduction to foundation skills; FS 1 Introduction to sensory processing; FS 1A Vestibular processing (movement and balance sense); FS 1B Tactile sense and tactile processing; FS 1C Proprioceptive processing/sense; FS 1D Auditory processing; FS 1E Visual processing; FS 2 Introduction to gross motor coordination; FS 2A Motor planning; FS 2B Postural stability and balance; FS 2C Spatial and body awareness; FS 2D Bilateral integration 327 $aFS 2E Midline crossing and lateralityFS 3 Introduction to fine motor control; FS 3A Visual motor integration; FS 3B Vision and ocular motor control; FS 3C Manual dexterity; FS 4 Introduction to perception; FS 4A Visual discrimination; FS 4B Visual spatial relationships; FS 4C Visual form constancy; FS 4D Visual figure ground discrimination; FS 4E Visual closure; FS 4F Visual memory; FS 5 Introduction to language; FS 5A Attention and listening; FS 5B Receptive language; FS 5C Expressive language; FS 5D Auditory memory; FS 6 Organisation; FS 7 Social and emotional aspects; Subject Areas 327 $aIntroduction to subject areasSA 1 General behaviour; SA 2 Literacy; SA 3 Numeracy; SA 4 Science; SA 5 Art and Design; SA 6 Information Communication Technology; Subject areas teacher observation summary chart; Personalised profile for child; Medical Conditions; Introduction to medical conditions; MC 1 Attention deficit disorder/attention deficit hyperactivity disorder; MC 2 Autistic spectrum disorders, including Asperger's syndrome; MC 3 Cerebral palsy; MC 4 Developmental coordination disorder including dyspraxia; MC 5 Physical disabilities; Occupational Therapy Approaches 327 $aIntroduction to occupational therapy approachesOTA 1 Building firm foundations for spatial and body awareness; OTA 2 Building firm foundations for left/right awareness; General activities; Activities to help with left/right discrimination on oneself; Activities to help with left/right orientation on others; Activities to help with left/right discrimination of objects; Activities to help with left/right orientation and tracking when writing; OTA 3 Building firm foundations for fine motor control; Warm up for the upper limb; Handwriting warm up; Hand gym; Ideas for using therapeutic putty 327 $aPencil aerobicsDoodle games; Hand/finger relaxation strategies; OTA 4 Building firm foundations for handwriting; Handwriting; Development of pencil grasp; Efficient and inefficient grasps; Improving pencil grasp; Three easy stages for teaching pencil grip; Equipment to help develop pencil grasp and fluency; Commercially available equipment; Hand development for handwriting; Ergonomics; Table surface; Texture of writing paper or surface; Paper position; Position in class; Development of pencil skills; Pre-writing skills, based around using your senses; Multi-sensory handwriting approach 327 $aEstablishing correct pressure 330 $aBuilding Blocks for Learning Occupational Therapy Approaches is a resource book for educational staff and pediatric occupational therapists, especially those new to the field. It shows how the implications of physical, psychological, social, and learning difficulties impact upon children's abilities. This highly practical book will help readers recognize when a student's poor performance within the classroom is a result of a medical condition or underlying motor and perceptual deficits. 606 $aSpecial education 606 $aOccupational therapy for children 615 0$aSpecial education. 615 0$aOccupational therapy for children. 676 $a371.9/0472 700 $aJenkinson$b Jill$01842392 701 $aHyde$b Tessa$01842393 701 $aAhmad$b Saffia$01842394 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911020244903321 996 $aBuilding blocks for learning, occupational therapy approaches$94422474 997 $aUNINA