Helping Deaf and Hard of Hearing Students to Use Spoken Language

A Guide for Educators and Families

Häftad, Engelska, 2007

AvSusan Easterbrooks,Ellen L. Estes,Susan R. Easterbrooks

839 kr

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"Great for parents or someone who teaches the deaf, is entering the field of audiology, or is unfamiliar with hearing loss."—Roberta Agar-Jacobsen, Teacher of the Deaf, Tacoma Public Schools, WA"The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible."—Sherilyn Renner, Teacher of the Deaf and Hard of Hearing, Bozeman Public Schools, MT"I have a student who is hard of hearing: How do I assist the student in speaking?"As a result of IDEA 2004 and NCLB, more and more students with hearing loss are being educated alongside their hearing peers, making teachers and service professionals responsible for helping to fulfill their educational needs. Written by experts in the field, Helping Deaf and Hard of Hearing Students to Use Spoken Language provides educators and novice practitioners with the knowledge and skills in spoken language development to meet the needs of students who are deaf or hard of hearing.The authors′ model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in training preservice teachers, and in workshops and presentations for practicing professionals. This essential resource introduces the authors′ developmental model and addresses:Creative and scientific ways of interacting with children with hearing loss to develop spoken communicationEffective approaches, techniques, and strategies for working with children in the primary gradesTechniques for imparting social and academic information while children are learning to communicateThis authoritative reference gives teachers the confidence to provide students with a well-prepared, intensely stimulating environment to foster the natural emergence of spoken language.

Produktinformation

Utgivningsdatum2007-07-24
Mått215 x 279 x 15 mm
Vikt590 g
FormatHäftad
SpråkEngelska
Antal sidor224
FörlagSAGE Publications Inc
ISBN9781412927338

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Dr. Susan R. Easterbrooks is a Professor of Deaf Education in the Educational Psychology Department in the College of Education at Georgia State University and has been active in the field of deaf education for over 30 years. Dr. Easterbrooks has been a teacher, clinician, administrator, school psychologist, lecturer, and consultant and has authored numerous articles, chapters, and books on the education of children who are deaf and hard of hearing. She has participated actively on various local, state, and national committees. She currently serves as chair of the committee revising Knowledge and Skills Needed by Teachers of the Deaf and Hard of Hearing for the Division for Communicative Disabilities and Deafness of the Council for Exceptional Children. She participated in the development and revision of guidelines for services to students with hearing loss, published by the National Association of State Directors of Special Education and on the Special Needs committee of the National Board for Professional Teaching Standards. Dr. Easterbrooks resides in Gainesville, Georgia with her husband and son. Ellen L. Estes is the Coordinator of the Katherine Hamm Center, an auditory-oral program for children with hearing losses at the Atlanta Speech School (www.atlantaspeechschool.org). She has taught children with hearing losses for 30 years. She is a past-Chair of the International Professional Section of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. She has written articles, conducted workshops, and advised schools throughout the country on many aspects of the language and literacy development of children who are deaf or hard of hearing. She resides in Powder Springs, Georgia with her children and two very bad dogs.

Foreword (by Mary Ellen Nevins, EdD)PrefaceAcknowledgementsAbout the AuthorsPart 1: The Art of Intervention1. Listening and Spoken Language Interventions: A Model and Activities for Helping ChildrenListening Challenges That Children Must OvercomeModel of Auditory, Speech, and Language DevelopmentSummary2. Early Detection and Intervention for Infants and ToddlersEarly Detection and InterventionNecessary Services for Infants, Toddlers, and Their FamiliesHow Listening Develops in Infants and ToddlersHow Infants Develop Spoken LanguageHow Toddlers Develop Spoken LanguageInterventions for BabiesApplying the Model With BabiesInterventions for ToddlersApplying the Model With ToddlersIf a Child Is Not Making Measurable ProgressThe Need for Flexible ModelsSummary3. Intervention for PreschoolersCollaborating With Service ProvidersWhat You Need to Know About a Child′s Hearing LossWhat You Need to Know About Previous InterventionWhat You Need to Know About Listening TechnologyWhat You Need to Know About a Child With No Prior ServicesPlanning and Implementing Instruction and InterventionsFactors to Consider When Planning LessonsTechniques to Use When Conducting a LessonInterventions for PreschoolersApplying the Model With PreschoolersSummary4. Interventions for Children in the Primary GradesA Typical Day in the Life of the Young Student With a Hearing LossThe Effects of Hearing Loss in the ClassroomAssessing a Child′s Present Levels of PerformanceThe Multidisciplinary Team of Professionals Who Can Assist the TeacherReadiness for SchoolInstructional ConsiderationsInterventions for Children in the Primary GradesApplying the Model With Kindergartners and Early Elementary ChildrenSummary5. Developing Literacy Skills in Children With Hearing LossesLearning to ReadEffective Approaches to ReadingUsing Reading to Develop Language - A ParadoxAssessmentImplications for the Special Education TeacherImplications for the General Education TeacherInterventionThe Literacy TeamSummaryPart 2: The Science of Intervention6. How Children Hear and Talk: Fundamentals of Listening and SpeakingThe Speech ChainLinguistic LevelPhysiological Level: The Physiology of SpeechPhysiological Level: The Physiology of HearingAcoustic LevelHearing Aids, Cochlear Implants, and Assistive Listening DevicesClassroom Acoustics - Increasing the Child′s Ability to Hear and Understand the Teacher and PeersDaily Device Monitoring: Your ResponsibilityHow to Give the Ling Sound CheckSummaryResource A: Organizations and Agencies Serving Children With Hearing LossesResource B: AssessmentsResource C: Sound-Object Associations (by Ellen A. Rhoades, EdS)Resource D: Commercially Available Curriculum Guides and MaterialsReferencesIndex

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