So You Have a Hearing Impaired Student in Your Vocational Education Classroom. (A Prototypic Resource Unit).

Autor/in	Thompson, Jeanne A.
Institution	Kent State Univ., OH. Coll. of Education.
Titel	So You Have a Hearing Impaired Student in Your Vocational Education Classroom. (A Prototypic Resource Unit).
Quelle	(1981), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Curriculum Development; Educational Cooperation; Food Service; Hearing Impairments; Lipreading; Mainstreaming; Models; Occupational Home Economics; Performance; Resource Units; Secondary Education; Special Education; Task Analysis; Teacher Developed Materials; Teaching Methods; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; cooperation; Kooperation; Hearing impairment; Hörbehinderung; Lippenlesen; Analogiemodell; Achievement; Leistung; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	This resource unit is a prototype for others that can be developed as a team effort by vocational and special educators concerned with mainstreaming hearing impaired youth into regular vocational education programs. Although focusing on a specific vocational area (food service), the unit's step-by-step design can be applied to other vocational areas. Section A deals with the step processes undertaken by vocational educators in separating task preparation or performance into its component parts. Characteristics of hearing-impaired students and special considerations in teaching such students are overviewed. Some resources are listed. Two models illustrate the four-step process: (1) write out directions of task or assignment; (2) the breakdown directions into steps and list materials, processes, tools, etc.; (3) categorize and list from step 2; and (4) continuously add new words to Master Classification List. Section B, for special educators, deals with the seven steps in determining lip-reading capability of words: separate words in syllable(s); group words homophenously, group words by obscurity, group words by blends, categorize into five roles (similar sounding, inadequate visual cues, same initial placement, more than one meaning, unfamiliar words), tally words, and rank words. An overview to lipreading is provided as well as classification of words. Section C is a glossary. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01