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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, U.K., : Wiley-Blackwell, c2008 |
| Descrizione fisica | 1 online resource (450 pages) |
| Disciplina | 371.9/0472 |
| 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-9910877643903321 |
Jenkinson Jill
|
||
| Chichester, West Sussex, U.K., : Wiley-Blackwell, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common-sense classroom management for special education teachers, grades K-5 / / Jill A. Lindberg, Judith Walker-Wied, Kristin M. Forjan Beckwith ; cover designer, Michael Dubowe
| Common-sense classroom management for special education teachers, grades K-5 / / Jill A. Lindberg, Judith Walker-Wied, Kristin M. Forjan Beckwith ; cover designer, Michael Dubowe |
| Autore | Lindberg Jill A. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2006 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Classroom management - United States
Special education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4833-6152-7
1-4833-6369-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Foreword; Preface; Acknowledgments; About the Authors; Chapter 1 - Getting Organized; Student Information; Supplies and Materials; Your Desk and Surrounding Area; Forms and Schedules; Room Arrangement; Chapter 2 - Organizing Students; Adequate Storage; Teaching Time-Savers; Student Desk Organization; Mailboxes; Routines and Rules; Classroom Buddies; Chapter 3 - Classroom and Behavior Management; Whole-Class Management; Considerations for Students with Special Education Needs; Managing Small Groups; Developing Appropriate and Easily Implemented Behavior Programs
Developing and Monitoring Behavior Intervention PlansIncentive Programs; Negative Consequences; When You Must Discipline; Chapter 4 - Special Education Instructional Planning; The IEP and Planning; Grouping Students; Finding Appropriate Materials; Independent Work; The IEP and Assistive Technology; Using Assistive Technology as a Learning Support; Chapter 5 - General Education Instructional Planning; Coordinating Efforts with the General Education Teacher and Support Staff; Planning for Academic and Behavioral Success; Coteaching and Coplanning; Adapting Lessons Accessing the General Education CurriculumTransition Times; Special Education Instructional Planning; Your Involvement in the General Education Classroom; Chapter 6 - Record Keeping and Information Management; Creating a System; Finding Time to Complete Paperwork; IEPs and Progress Reports; Report Cards and Grading; Chapter 7 - Legal Issues; IDEA Reauthorization; Functional Behavior Assessment (FBA); Behavior Intervention Plan (BIP); Manifestation Determination; Student and Parent Rights; Suspensions; Chapter 8 - Working with Families; Before You Contact Families Establishing a Positive RelationshipOngoing Communication; IEP Meetings; Parent Conferences; Documentation; Assistance from School Support Staff; Chapter 9 - Working with Support Staff; The IEP and Support Staff Involvement; Support from the Special Education Administrative Staff; Support from the School Psychologist; Support from the School Social Worker; Support from the Speech and Language Pathologist; Other Support Staff; Chapter 10 - Working with Teacher Assistants; Making a Schedule; Communication; Presenting a United Front; Assigning Responsibilities; Discussing Concerns Chapter 11 - Working with AdministrationUnderstanding Your Principal's View of Special Education in Your School; Communicating with Your Principal; Principal Observations and Evaluations; Professional Development; What is a Professional Learning Community?; Chapter 12 - Working within Your School Community; Becoming Part of the Team; Teacher Buddies and Mentors; To Socialize or Not to Socialize; The Teachers' Room; Ask for Help, Offer to Help; Other Supports for New Teachers; Suggested Readings; References; Index |
| Record Nr. | UNINA-9910480371703321 |
|
Lindberg Jill A.
|
||
| Thousand Oaks, California : , : Corwin Press, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common-sense classroom management for special education teachers, grades K-5 / / Jill A. Lindberg, Judith Walker-Wied, Kristin M. Forjan Beckwith ; cover designer, Michael Dubowe
| Common-sense classroom management for special education teachers, grades K-5 / / Jill A. Lindberg, Judith Walker-Wied, Kristin M. Forjan Beckwith ; cover designer, Michael Dubowe |
| Autore | Lindberg Jill A. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2006 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Classroom management - United States
Special education - United States |
| ISBN |
1-4833-6152-7
1-4833-6369-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Foreword; Preface; Acknowledgments; About the Authors; Chapter 1 - Getting Organized; Student Information; Supplies and Materials; Your Desk and Surrounding Area; Forms and Schedules; Room Arrangement; Chapter 2 - Organizing Students; Adequate Storage; Teaching Time-Savers; Student Desk Organization; Mailboxes; Routines and Rules; Classroom Buddies; Chapter 3 - Classroom and Behavior Management; Whole-Class Management; Considerations for Students with Special Education Needs; Managing Small Groups; Developing Appropriate and Easily Implemented Behavior Programs
Developing and Monitoring Behavior Intervention PlansIncentive Programs; Negative Consequences; When You Must Discipline; Chapter 4 - Special Education Instructional Planning; The IEP and Planning; Grouping Students; Finding Appropriate Materials; Independent Work; The IEP and Assistive Technology; Using Assistive Technology as a Learning Support; Chapter 5 - General Education Instructional Planning; Coordinating Efforts with the General Education Teacher and Support Staff; Planning for Academic and Behavioral Success; Coteaching and Coplanning; Adapting Lessons Accessing the General Education CurriculumTransition Times; Special Education Instructional Planning; Your Involvement in the General Education Classroom; Chapter 6 - Record Keeping and Information Management; Creating a System; Finding Time to Complete Paperwork; IEPs and Progress Reports; Report Cards and Grading; Chapter 7 - Legal Issues; IDEA Reauthorization; Functional Behavior Assessment (FBA); Behavior Intervention Plan (BIP); Manifestation Determination; Student and Parent Rights; Suspensions; Chapter 8 - Working with Families; Before You Contact Families Establishing a Positive RelationshipOngoing Communication; IEP Meetings; Parent Conferences; Documentation; Assistance from School Support Staff; Chapter 9 - Working with Support Staff; The IEP and Support Staff Involvement; Support from the Special Education Administrative Staff; Support from the School Psychologist; Support from the School Social Worker; Support from the Speech and Language Pathologist; Other Support Staff; Chapter 10 - Working with Teacher Assistants; Making a Schedule; Communication; Presenting a United Front; Assigning Responsibilities; Discussing Concerns Chapter 11 - Working with AdministrationUnderstanding Your Principal's View of Special Education in Your School; Communicating with Your Principal; Principal Observations and Evaluations; Professional Development; What is a Professional Learning Community?; Chapter 12 - Working within Your School Community; Becoming Part of the Team; Teacher Buddies and Mentors; To Socialize or Not to Socialize; The Teachers' Room; Ask for Help, Offer to Help; Other Supports for New Teachers; Suggested Readings; References; Index |
| Record Nr. | UNINA-9910797437403321 |
|
Lindberg Jill A.
|
||
| Thousand Oaks, California : , : Corwin Press, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common-sense classroom management for special education teachers, grades K-5 / / Jill A. Lindberg, Judith Walker-Wied, Kristin M. Forjan Beckwith ; cover designer, Michael Dubowe
| Common-sense classroom management for special education teachers, grades K-5 / / Jill A. Lindberg, Judith Walker-Wied, Kristin M. Forjan Beckwith ; cover designer, Michael Dubowe |
| Autore | Lindberg Jill A. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2006 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Classroom management - United States
Special education - United States |
| ISBN |
1-4833-6152-7
1-4833-6369-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Foreword; Preface; Acknowledgments; About the Authors; Chapter 1 - Getting Organized; Student Information; Supplies and Materials; Your Desk and Surrounding Area; Forms and Schedules; Room Arrangement; Chapter 2 - Organizing Students; Adequate Storage; Teaching Time-Savers; Student Desk Organization; Mailboxes; Routines and Rules; Classroom Buddies; Chapter 3 - Classroom and Behavior Management; Whole-Class Management; Considerations for Students with Special Education Needs; Managing Small Groups; Developing Appropriate and Easily Implemented Behavior Programs
Developing and Monitoring Behavior Intervention PlansIncentive Programs; Negative Consequences; When You Must Discipline; Chapter 4 - Special Education Instructional Planning; The IEP and Planning; Grouping Students; Finding Appropriate Materials; Independent Work; The IEP and Assistive Technology; Using Assistive Technology as a Learning Support; Chapter 5 - General Education Instructional Planning; Coordinating Efforts with the General Education Teacher and Support Staff; Planning for Academic and Behavioral Success; Coteaching and Coplanning; Adapting Lessons Accessing the General Education CurriculumTransition Times; Special Education Instructional Planning; Your Involvement in the General Education Classroom; Chapter 6 - Record Keeping and Information Management; Creating a System; Finding Time to Complete Paperwork; IEPs and Progress Reports; Report Cards and Grading; Chapter 7 - Legal Issues; IDEA Reauthorization; Functional Behavior Assessment (FBA); Behavior Intervention Plan (BIP); Manifestation Determination; Student and Parent Rights; Suspensions; Chapter 8 - Working with Families; Before You Contact Families Establishing a Positive RelationshipOngoing Communication; IEP Meetings; Parent Conferences; Documentation; Assistance from School Support Staff; Chapter 9 - Working with Support Staff; The IEP and Support Staff Involvement; Support from the Special Education Administrative Staff; Support from the School Psychologist; Support from the School Social Worker; Support from the Speech and Language Pathologist; Other Support Staff; Chapter 10 - Working with Teacher Assistants; Making a Schedule; Communication; Presenting a United Front; Assigning Responsibilities; Discussing Concerns Chapter 11 - Working with AdministrationUnderstanding Your Principal's View of Special Education in Your School; Communicating with Your Principal; Principal Observations and Evaluations; Professional Development; What is a Professional Learning Community?; Chapter 12 - Working within Your School Community; Becoming Part of the Team; Teacher Buddies and Mentors; To Socialize or Not to Socialize; The Teachers' Room; Ask for Help, Offer to Help; Other Supports for New Teachers; Suggested Readings; References; Index |
| Record Nr. | UNINA-9910822285803321 |
|
Lindberg Jill A.
|
||
| Thousand Oaks, California : , : Corwin Press, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating inclusive learning environments for young children : what to do on Monday morning / / Clarissa Willis
| Creating inclusive learning environments for young children : what to do on Monday morning / / Clarissa Willis |
| Autore | Willis Clarissa |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2009 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Children with disabilities - Education
Early childhood special education Inclusive education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-9539-5
1-4522-1113-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Acknowledgments; About the Author; Introduction; Part I - Children with Special Needs in the Inclusive Classroom; Chapter 1 - Working with Children with Special Needs; Setting the Stage for Inclusion; Inclusion, Blending, and Reverse Mainstreaming; Why is Inclusion Important?; How Do I Develop a Philosophy of Meaningful Inclusion?; General Strategies for Working with Children with Special Needs; How Do I Get the Child's Family Involved?; Resources for Families; Working to "Enable" and "Empower" Families; Terms Used in this Chapter; Resources Used in this Chapter
The Research Says . . . Developmentally Appropriate Practices Must Apply to EveryoneChapter 2 - Blending the World of Special Education with General Education Services; Best Practices According to NAEYC and DEC; Constructivism Versus Behaviorism: Blending without Ignoring Best Practice; Using Observation Skills to Guide Instruction; The Teacher's Rules of the Road; Related Services; The Role of the Special Education Teacher; Working with Paraprofessionals and Instructional Assistants; Terms Used in this Chapter; Resources Used in this Chapter The Research Says . . . What Early Childhood Practitioners Think about InclusionPart II - Who are the Children with Special Needs?; Chapter 3 - Children with Vision Impairments; What Causes Visual Impairments in Young Children?; How are Vision Impairments Classified?; How Do Children with Vision Impairments Learn?; Preparing the Early Childhood Environment; Suggestions for Children with Low Vision; Suggestions for Children Who are Blind or Severely Vision Impaired; Summary; Terms Used in this Chapter; The Research Says . . . Play Behaviors in Young Children Who are Blind Chapter 4 - Children with Hearing LossWhat Determines the Degree of Hearing Loss?; So, What about Hearing Aids?; How will Hearing Loss Affect Children in My Classroom?; Communicating in the Classroom; Effects of Hearing Loss on Speech (Oral Language); Terms Used in this Chapter; Suggested Reading; The Research Says . . . Cochlear Implants can Result in Better Prosody; Chapter 5 - Children with Cognitive Challenges; Characteristics of Children with Cognitive Challenges; Educational Implications; What are Functional Skills and Why are They Important? What Do I Do First, Before Teaching a New Skill?How Exactly Does this All Fit Together?; Classroom Suggestions for Children with Cognitive Challenges; Terms Used in this Chapter; The Research Says . . . Social Development Across Time; Chapter 6 - Children with Atypical Motor Development; Muscle Tone; Cerebral Palsy; Fine and Gross Motor Skills; Positioning and Handling; Adaptive Equipment; Summary; Suggested Reading; Chapter 7 - Children with Communication Delays; Understanding the Child's "Form" of Communication; Function and Content of Communication; The Nonverbal Child Cleft Lip and Palate |
| Record Nr. | UNINA-9910480423903321 |
|
Willis Clarissa
|
||
| Thousand Oaks, California : , : Corwin Press, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating inclusive learning environments for young children : what to do on Monday morning / / Clarissa Willis
| Creating inclusive learning environments for young children : what to do on Monday morning / / Clarissa Willis |
| Autore | Willis Clarissa |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2009 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Children with disabilities - Education
Early childhood special education Inclusive education |
| ISBN |
1-4522-9539-5
1-4522-1113-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Acknowledgments; About the Author; Introduction; Part I - Children with Special Needs in the Inclusive Classroom; Chapter 1 - Working with Children with Special Needs; Setting the Stage for Inclusion; Inclusion, Blending, and Reverse Mainstreaming; Why is Inclusion Important?; How Do I Develop a Philosophy of Meaningful Inclusion?; General Strategies for Working with Children with Special Needs; How Do I Get the Child's Family Involved?; Resources for Families; Working to "Enable" and "Empower" Families; Terms Used in this Chapter; Resources Used in this Chapter
The Research Says . . . Developmentally Appropriate Practices Must Apply to EveryoneChapter 2 - Blending the World of Special Education with General Education Services; Best Practices According to NAEYC and DEC; Constructivism Versus Behaviorism: Blending without Ignoring Best Practice; Using Observation Skills to Guide Instruction; The Teacher's Rules of the Road; Related Services; The Role of the Special Education Teacher; Working with Paraprofessionals and Instructional Assistants; Terms Used in this Chapter; Resources Used in this Chapter The Research Says . . . What Early Childhood Practitioners Think about InclusionPart II - Who are the Children with Special Needs?; Chapter 3 - Children with Vision Impairments; What Causes Visual Impairments in Young Children?; How are Vision Impairments Classified?; How Do Children with Vision Impairments Learn?; Preparing the Early Childhood Environment; Suggestions for Children with Low Vision; Suggestions for Children Who are Blind or Severely Vision Impaired; Summary; Terms Used in this Chapter; The Research Says . . . Play Behaviors in Young Children Who are Blind Chapter 4 - Children with Hearing LossWhat Determines the Degree of Hearing Loss?; So, What about Hearing Aids?; How will Hearing Loss Affect Children in My Classroom?; Communicating in the Classroom; Effects of Hearing Loss on Speech (Oral Language); Terms Used in this Chapter; Suggested Reading; The Research Says . . . Cochlear Implants can Result in Better Prosody; Chapter 5 - Children with Cognitive Challenges; Characteristics of Children with Cognitive Challenges; Educational Implications; What are Functional Skills and Why are They Important? What Do I Do First, Before Teaching a New Skill?How Exactly Does this All Fit Together?; Classroom Suggestions for Children with Cognitive Challenges; Terms Used in this Chapter; The Research Says . . . Social Development Across Time; Chapter 6 - Children with Atypical Motor Development; Muscle Tone; Cerebral Palsy; Fine and Gross Motor Skills; Positioning and Handling; Adaptive Equipment; Summary; Suggested Reading; Chapter 7 - Children with Communication Delays; Understanding the Child's "Form" of Communication; Function and Content of Communication; The Nonverbal Child Cleft Lip and Palate |
| Record Nr. | UNINA-9910797304103321 |
|
Willis Clarissa
|
||
| Thousand Oaks, California : , : Corwin Press, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creating inclusive learning environments for young children : what to do on Monday morning / / Clarissa Willis
| Creating inclusive learning environments for young children : what to do on Monday morning / / Clarissa Willis |
| Autore | Willis Clarissa |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2009 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Children with disabilities - Education
Early childhood special education Inclusive education |
| ISBN |
1-4522-9539-5
1-4522-1113-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Acknowledgments; About the Author; Introduction; Part I - Children with Special Needs in the Inclusive Classroom; Chapter 1 - Working with Children with Special Needs; Setting the Stage for Inclusion; Inclusion, Blending, and Reverse Mainstreaming; Why is Inclusion Important?; How Do I Develop a Philosophy of Meaningful Inclusion?; General Strategies for Working with Children with Special Needs; How Do I Get the Child's Family Involved?; Resources for Families; Working to "Enable" and "Empower" Families; Terms Used in this Chapter; Resources Used in this Chapter
The Research Says . . . Developmentally Appropriate Practices Must Apply to EveryoneChapter 2 - Blending the World of Special Education with General Education Services; Best Practices According to NAEYC and DEC; Constructivism Versus Behaviorism: Blending without Ignoring Best Practice; Using Observation Skills to Guide Instruction; The Teacher's Rules of the Road; Related Services; The Role of the Special Education Teacher; Working with Paraprofessionals and Instructional Assistants; Terms Used in this Chapter; Resources Used in this Chapter The Research Says . . . What Early Childhood Practitioners Think about InclusionPart II - Who are the Children with Special Needs?; Chapter 3 - Children with Vision Impairments; What Causes Visual Impairments in Young Children?; How are Vision Impairments Classified?; How Do Children with Vision Impairments Learn?; Preparing the Early Childhood Environment; Suggestions for Children with Low Vision; Suggestions for Children Who are Blind or Severely Vision Impaired; Summary; Terms Used in this Chapter; The Research Says . . . Play Behaviors in Young Children Who are Blind Chapter 4 - Children with Hearing LossWhat Determines the Degree of Hearing Loss?; So, What about Hearing Aids?; How will Hearing Loss Affect Children in My Classroom?; Communicating in the Classroom; Effects of Hearing Loss on Speech (Oral Language); Terms Used in this Chapter; Suggested Reading; The Research Says . . . Cochlear Implants can Result in Better Prosody; Chapter 5 - Children with Cognitive Challenges; Characteristics of Children with Cognitive Challenges; Educational Implications; What are Functional Skills and Why are They Important? What Do I Do First, Before Teaching a New Skill?How Exactly Does this All Fit Together?; Classroom Suggestions for Children with Cognitive Challenges; Terms Used in this Chapter; The Research Says . . . Social Development Across Time; Chapter 6 - Children with Atypical Motor Development; Muscle Tone; Cerebral Palsy; Fine and Gross Motor Skills; Positioning and Handling; Adaptive Equipment; Summary; Suggested Reading; Chapter 7 - Children with Communication Delays; Understanding the Child's "Form" of Communication; Function and Content of Communication; The Nonverbal Child Cleft Lip and Palate |
| Record Nr. | UNINA-9910822280203321 |
|
Willis Clarissa
|
||
| Thousand Oaks, California : , : Corwin Press, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Early childhood curricula and the de-pathologizing of childhood / / Rachel M. Heydon and Luigi Iannacci
| Early childhood curricula and the de-pathologizing of childhood / / Rachel M. Heydon and Luigi Iannacci |
| Autore | Heydon Rachel <1971-> |
| Pubbl/distr/stampa | Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2008 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Early childhood special education
Early childhood education - Curricula Early childhood education - Moral and ethical aspects |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4426-8624-3
1-4426-8793-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Contents -- Preface -- Acknowledgments -- 1. Introduction -- 2. Discourses of Risk / Heydon, Rachel M. -- 3. The Biomedical Approach to Literacy: Pathologizing Practices within Early Literacy / Heydon, Rachel / Iannacci, Luigi -- 4. A Case Study of the Pathologizing of Culturally and Linguistically Diverse Students in Early Years Classrooms / Iannacci, Luigi -- 5. The Case of Special Education and Pathologizing / Heydon, Rachel M. -- 6. Communicating with a Little Help from Friends: Intergenerational Art Class as Radical, Asset-oriented Curriculum / Heydon, Rachel M. -- 7. A Case Study of Asset-oriented Approaches to Cultural and Linguistic Diversity in Early Childhood Education / Iannacci, Luigi -- 8. Conclusion: Talking Points to Foster Asset-Oriented Practices in Childhood and Early Childhood Education / Heydon, Rachel / Iannacci, Luigi -- References -- Index |
| Record Nr. | UNINA-9910456789303321 |
|
Heydon Rachel <1971->
|
||
| Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Early childhood curricula and the de-pathologizing of childhood / / Rachel M. Heydon and Luigi Iannacci
| Early childhood curricula and the de-pathologizing of childhood / / Rachel M. Heydon and Luigi Iannacci |
| Autore | Heydon Rachel <1971-> |
| Pubbl/distr/stampa | Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2008 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Early childhood special education
Early childhood education - Curricula Early childhood education - Moral and ethical aspects |
| ISBN |
1-4426-9245-6
1-4426-8624-3 1-4426-8793-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Discourses of risk -- The biomedical approach to literacy: pathologizing practices within early literacy -- The pathologizing of culturally and linguistically diverse students in early-years classrooms -- Pathologizing within special education -- Communicating with a little help from friends: intergenerational art class as radical, asset-oriented curriculum -- Asset-oriented approaches to cultural and linguistic diversity in early childhood education -- Conclusion: talking points to foster asset-oriented practices in childhood and early childhood education. |
| Record Nr. | UNINA-9910781112603321 |
|
Heydon Rachel <1971->
|
||
| Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Early childhood curricula and the de-pathologizing of childhood / / Rachel M. Heydon and Luigi Iannacci
| Early childhood curricula and the de-pathologizing of childhood / / Rachel M. Heydon and Luigi Iannacci |
| Autore | Heydon Rachel <1971-> |
| Pubbl/distr/stampa | Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2008 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina | 371.9/0472 |
| Soggetto topico |
Early childhood special education
Early childhood education - Curricula Early childhood education - Moral and ethical aspects |
| ISBN |
1-4426-9245-6
1-4426-8624-3 1-4426-8793-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Discourses of risk -- The biomedical approach to literacy: pathologizing practices within early literacy -- The pathologizing of culturally and linguistically diverse students in early-years classrooms -- Pathologizing within special education -- Communicating with a little help from friends: intergenerational art class as radical, asset-oriented curriculum -- Asset-oriented approaches to cultural and linguistic diversity in early childhood education -- Conclusion: talking points to foster asset-oriented practices in childhood and early childhood education. |
| Record Nr. | UNINA-9910822941603321 |
|
Heydon Rachel <1971->
|
||
| Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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