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Building blocks for learning, occupational therapy approaches [[electronic resource] ] : practical strategies for the inclusion of special needs in primary school / / Jill Jenkinson, Tessa Hyde and Saffia Ahmad
| Building blocks for learning, occupational therapy approaches [[electronic resource] ] : practical strategies for the inclusion of special needs in primary school / / Jill Jenkinson, Tessa Hyde and Saffia Ahmad |
| Autore | Jenkinson Jill |
| Pubbl/distr/stampa | Chichester, West Sussex, U.K., : Wiley-Blackwell, c2008 |
| Descrizione fisica | 1 online resource (450 p.) |
| Disciplina |
371.9
371.90472 |
| Altri autori (Persone) |
HydeTessa
AhmadSaffia |
| Soggetto topico |
Special education
Occupational therapy for children |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-34971-6
9786612349713 0-470-98813-4 0-470-98663-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Building 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
FS 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 Introduction 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 Introduction 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 Pencil 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 Establishing correct pressure |
| Record Nr. | UNINA-9910144392503321 |
Jenkinson Jill
|
||
| Chichester, West Sussex, U.K., : Wiley-Blackwell, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Building blocks for learning, occupational therapy approaches : practical strategies for the inclusion of special needs in primary school / / Jill Jenkinson, Tessa Hyde and Saffia Ahmad
| Building blocks for learning, occupational therapy approaches : practical strategies for the inclusion of special needs in primary school / / Jill Jenkinson, Tessa Hyde and Saffia Ahmad |
| Autore | Jenkinson Jill |
| Pubbl/distr/stampa | Chichester, West Sussex : , : Wiley-Blackwell, , [2008] |
| Descrizione fisica | 1 online resource (450 pages) |
| Disciplina |
371.9
371.90472 |
| Altri autori (Persone) |
HydeTessa
AhmadSaffia |
| Soggetto topico |
Special education
Occupational therapy for children |
| ISBN |
1-282-34971-6
9786612349713 0-470-98813-4 0-470-98663-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Building 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
FS 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 Introduction 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 Introduction 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 Pencil 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 Establishing correct pressure |
| Record Nr. | UNINA-9910830707803321 |
|
Jenkinson Jill
|
||
| Chichester, West Sussex : , : Wiley-Blackwell, , [2008] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Building blocks for learning, occupational therapy approaches : practical strategies for the inclusion of special needs in primary school / / Jill Jenkinson, Tessa Hyde and Saffia Ahmad
| Building blocks for learning, occupational therapy approaches : practical strategies for the inclusion of special needs in primary school / / Jill Jenkinson, Tessa Hyde and Saffia Ahmad |
| Autore | Jenkinson Jill |
| Pubbl/distr/stampa | Chichester, West Sussex : , : Wiley-Blackwell, , [2008] |
| Descrizione fisica | 1 online resource (450 pages) |
| Disciplina |
371.9
371.90472 |
| Altri autori (Persone) |
HydeTessa
AhmadSaffia |
| Soggetto topico |
Special education
Occupational therapy for children |
| ISBN |
1-282-34971-6
9786612349713 0-470-98813-4 0-470-98663-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Building 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
FS 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 Introduction 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 Introduction 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 Pencil 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 Establishing correct pressure |
| Record Nr. | UNINA-9910841234903321 |
|
Jenkinson Jill
|
||
| Chichester, West Sussex : , : Wiley-Blackwell, , [2008] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||