Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Does my child have a developmental delay? : a step-by-step guide for parents on early intervention / / Sarah Vanover
| Does my child have a developmental delay? : a step-by-step guide for parents on early intervention / / Sarah Vanover |
| Autore | Vanover Sarah Taylor |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2019 |
| Descrizione fisica | 1 online resource (xix, 169 pages) |
| Disciplina | 371.90472 |
| Soggetto topico |
Learning disabled children - Education (Early childhood)
Slow learning children - Education (Early childhood) Early childhood education - Parent participation |
| ISBN | 1-4758-4203-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- 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.
The 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. |
| Record Nr. | UNINA-9910796926503321 |
Vanover Sarah Taylor
|
||
| Lanham, Maryland : , : Rowman & Littlefield, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Does my child have a developmental delay? : a step-by-step guide for parents on early intervention / / Sarah Vanover
| Does my child have a developmental delay? : a step-by-step guide for parents on early intervention / / Sarah Vanover |
| Autore | Vanover Sarah Taylor |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2019 |
| Descrizione fisica | 1 online resource (xix, 169 pages) |
| Disciplina | 371.90472 |
| Soggetto topico |
Learning disabled children - Education (Early childhood)
Slow learning children - Education (Early childhood) Early childhood education - Parent participation |
| ISBN | 1-4758-4203-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- 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.
The 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. |
| Record Nr. | UNINA-9910825372703321 |
|
Vanover Sarah Taylor
|
||
| Lanham, Maryland : , : Rowman & Littlefield, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dyslexia in the early years : a practical guide to teaching and learning / / Dimitra Hartas
| Dyslexia in the early years : a practical guide to teaching and learning / / Dimitra Hartas |
| Autore | Hartas Dimitra <1966-, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2006 |
| Descrizione fisica | 1 online resource (113 p.) |
| Disciplina | 371.91/44 |
| Soggetto topico |
Dyslexic children - Education (Early childhood)
Learning disabled children - Education (Early childhood) Dyslexia |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-96687-5
0-203-50466-6 1-134-28403-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dyslexia in the Early Years A practical guide to teaching and learning; Copyright; Contents; Preface; Foreword; Introduction: An overview of early years education; The importance of early years education; Early years policy and practice; Early years curriculum; The early years practitioner's role: rewards and challenges; A family-centred early years education; Classroom guidance; About this book; Chapter 1 Dyslexia in young learners; Introduction; Young children as learners; Defining dyslexia; Early characteristics of dyslexia; Phonological development and dyslexia; Visual dyslexia
Working memory, processing speed and dyslexiaMotor co-ordination skills; Case study; Gifted young children with dyslexia; Classroom support: pre-literacy strategies; Summary; Chapter 2 Language and communication in young children with dyslexia; Introduction; Emergent literacy and language skills; EAL young children with dyslexia: language difficulties or language difference ?; Classroom guidance; Supporting children with dyslexia to become 'linguistic beings'; Classroom strategies for language and literacy development; Language as a social tool; Summary Chapter 3 Pastoral care in young children with dyslexiaIntroduction; Social-emotional difficulties and dyslexia; Social-emotional skills: what do they entail?; Creating caring classrooms; Enhancing language and social-emotional literacy; Circle time; Peer mediation; Building emotional bonds; Making friends; Talking about feelings; Building self-esteem; Modelling and coaching; Summary; Chapter 4 Identification and assessment of learning and development in early years; Introduction; Assessment: another aspect of teaching?; Foundation Stage Profile Qualitative assessment: dyslexia, language and social developmentPre-literacy and literacy; Language and communication; Social and emotional development; Quantitative assessment: phonology, reading and writing; Phonology tests; Reading tests; Spelling tests; Dyslexia screening tests; Summary; Chapter 5 Effectiveness in early years teaching and learning; Introduction; Early years teaching and learning: making a good start; The making of early years curriculum; Early years practitioners: What does it take to become effective ?; Professional development: peer coaching Early years teaching for dyslexia: instructional strategiesReading at word level: building phonology; Reading at sentence and text level: making meaning; EAL young pupils: literacy and language; Summary; Chapter 6 Information and communication technology; Introduction; ICT: a tool for inclusion and responsive pedagogy; ICT and early years practitioners: barriers and facilitators; Individual level; Organisational level; ICT enabling early years staff; Classroom-based ICT strategies: enabling pupils with dyslexia; Phonology computer programmes; Working memory computer programmes Language computer programmes |
| Record Nr. | UNINA-9910463425403321 |
|
Hartas Dimitra <1966-, >
|
||
| London ; ; New York : , : Routledge, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dyslexia in the early years : a practical guide to teaching and learning / / Dimitra Hartas
| Dyslexia in the early years : a practical guide to teaching and learning / / Dimitra Hartas |
| Autore | Hartas Dimitra <1966-, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2006 |
| Descrizione fisica | 1 online resource (113 p.) |
| Disciplina | 371.91/44 |
| Soggetto topico |
Dyslexic children - Education (Early childhood)
Learning disabled children - Education (Early childhood) Dyslexia |
| ISBN |
1-134-28402-0
1-283-96687-5 0-203-50466-6 1-134-28403-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dyslexia in the Early Years A practical guide to teaching and learning; Copyright; Contents; Preface; Foreword; Introduction: An overview of early years education; The importance of early years education; Early years policy and practice; Early years curriculum; The early years practitioner's role: rewards and challenges; A family-centred early years education; Classroom guidance; About this book; Chapter 1 Dyslexia in young learners; Introduction; Young children as learners; Defining dyslexia; Early characteristics of dyslexia; Phonological development and dyslexia; Visual dyslexia
Working memory, processing speed and dyslexiaMotor co-ordination skills; Case study; Gifted young children with dyslexia; Classroom support: pre-literacy strategies; Summary; Chapter 2 Language and communication in young children with dyslexia; Introduction; Emergent literacy and language skills; EAL young children with dyslexia: language difficulties or language difference ?; Classroom guidance; Supporting children with dyslexia to become 'linguistic beings'; Classroom strategies for language and literacy development; Language as a social tool; Summary Chapter 3 Pastoral care in young children with dyslexiaIntroduction; Social-emotional difficulties and dyslexia; Social-emotional skills: what do they entail?; Creating caring classrooms; Enhancing language and social-emotional literacy; Circle time; Peer mediation; Building emotional bonds; Making friends; Talking about feelings; Building self-esteem; Modelling and coaching; Summary; Chapter 4 Identification and assessment of learning and development in early years; Introduction; Assessment: another aspect of teaching?; Foundation Stage Profile Qualitative assessment: dyslexia, language and social developmentPre-literacy and literacy; Language and communication; Social and emotional development; Quantitative assessment: phonology, reading and writing; Phonology tests; Reading tests; Spelling tests; Dyslexia screening tests; Summary; Chapter 5 Effectiveness in early years teaching and learning; Introduction; Early years teaching and learning: making a good start; The making of early years curriculum; Early years practitioners: What does it take to become effective ?; Professional development: peer coaching Early years teaching for dyslexia: instructional strategiesReading at word level: building phonology; Reading at sentence and text level: making meaning; EAL young pupils: literacy and language; Summary; Chapter 6 Information and communication technology; Introduction; ICT: a tool for inclusion and responsive pedagogy; ICT and early years practitioners: barriers and facilitators; Individual level; Organisational level; ICT enabling early years staff; Classroom-based ICT strategies: enabling pupils with dyslexia; Phonology computer programmes; Working memory computer programmes Language computer programmes |
| Record Nr. | UNINA-9910786180203321 |
|
Hartas Dimitra <1966-, >
|
||
| London ; ; New York : , : Routledge, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dyslexia in the early years : a practical guide to teaching and learning / / Dimitra Hartas
| Dyslexia in the early years : a practical guide to teaching and learning / / Dimitra Hartas |
| Autore | Hartas Dimitra <1966-, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2006 |
| Descrizione fisica | 1 online resource (113 p.) |
| Disciplina | 371.91/44 |
| Soggetto topico |
Dyslexic children - Education (Early childhood)
Learning disabled children - Education (Early childhood) Dyslexia |
| ISBN |
1-134-28402-0
1-283-96687-5 0-203-50466-6 1-134-28403-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dyslexia in the Early Years A practical guide to teaching and learning; Copyright; Contents; Preface; Foreword; Introduction: An overview of early years education; The importance of early years education; Early years policy and practice; Early years curriculum; The early years practitioner's role: rewards and challenges; A family-centred early years education; Classroom guidance; About this book; Chapter 1 Dyslexia in young learners; Introduction; Young children as learners; Defining dyslexia; Early characteristics of dyslexia; Phonological development and dyslexia; Visual dyslexia
Working memory, processing speed and dyslexiaMotor co-ordination skills; Case study; Gifted young children with dyslexia; Classroom support: pre-literacy strategies; Summary; Chapter 2 Language and communication in young children with dyslexia; Introduction; Emergent literacy and language skills; EAL young children with dyslexia: language difficulties or language difference ?; Classroom guidance; Supporting children with dyslexia to become 'linguistic beings'; Classroom strategies for language and literacy development; Language as a social tool; Summary Chapter 3 Pastoral care in young children with dyslexiaIntroduction; Social-emotional difficulties and dyslexia; Social-emotional skills: what do they entail?; Creating caring classrooms; Enhancing language and social-emotional literacy; Circle time; Peer mediation; Building emotional bonds; Making friends; Talking about feelings; Building self-esteem; Modelling and coaching; Summary; Chapter 4 Identification and assessment of learning and development in early years; Introduction; Assessment: another aspect of teaching?; Foundation Stage Profile Qualitative assessment: dyslexia, language and social developmentPre-literacy and literacy; Language and communication; Social and emotional development; Quantitative assessment: phonology, reading and writing; Phonology tests; Reading tests; Spelling tests; Dyslexia screening tests; Summary; Chapter 5 Effectiveness in early years teaching and learning; Introduction; Early years teaching and learning: making a good start; The making of early years curriculum; Early years practitioners: What does it take to become effective ?; Professional development: peer coaching Early years teaching for dyslexia: instructional strategiesReading at word level: building phonology; Reading at sentence and text level: making meaning; EAL young pupils: literacy and language; Summary; Chapter 6 Information and communication technology; Introduction; ICT: a tool for inclusion and responsive pedagogy; ICT and early years practitioners: barriers and facilitators; Individual level; Organisational level; ICT enabling early years staff; Classroom-based ICT strategies: enabling pupils with dyslexia; Phonology computer programmes; Working memory computer programmes Language computer programmes |
| Record Nr. | UNINA-9910808030903321 |
|
Hartas Dimitra <1966-, >
|
||
| London ; ; New York : , : Routledge, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
