Developing Integrated Programs: A Transdisciplinary Approach for Early Intervention.

Autor/in	Coling, Marcia Cain
Titel	Developing Integrated Programs: A Transdisciplinary Approach for Early Intervention.
Quelle	(1991), (151 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-88450-378-X
Schlagwörter	Leitfaden; Unterricht; Lehrer; Nachschlagewerk; Cognitive Development; Developmental Disabilities; Early Childhood Education; Early Intervention; Eligibility; Handicap Identification; Individualized Programs; Inservice Education; Interdisciplinary Approach; Language Acquisition; Neuropsychology; Piagetian Theory; Program Development; Program Implementation; Screening Tests; Sensory Integration; Speech Therapy; Student Evaluation; Teaching Methods; Teamwork; Theories + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kognitive Entwicklung; Entwicklungsstörung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Eignung; Individualisierte Ausbildung; Berufsbegleitende Ausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sprachaneignung; Spracherwerb; Neuropsychologie; Programmplanung; Screening-Verfahren; Sensorische Integration; Entwicklungsproximale Sprachtherapie; Logotherapie; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie
Abstract	This book presents an amalgam of early intervention ideas from the fields of education, occupational therapy, and physical therapy for children with developmental delays. An introductory chapter describes the approach's three theoretical bases: neurodevelopmental treatment (NDT), sensory integration, and Piagetian theory. Chapter 1 considers assessment, including determination of eligibility, screening, diagnosis, evaluation for program planning, and program evaluation. NDT program components are reviewed in Chapter 2, including positioning, handling, and facilitating movement. Chapter 3 considers sensory integration program components including tactile, vestibular, and proprioceptive activities. Piagetian program components such as play and cognitive content are described in the fourth chapter, covering object permanence, means-ends and cause-effect, gestural and vocal imitation, and spatial relationships. Chapter 5 presents speech-language program components including feeding, speech production, auditory responsiveness, communication, and augmentative communication. Chapter 6 offers guidelines for integrating program components, with sections on the team model, team members, services delivered by the transdisciplinary team, in-service programs, incorporating therapy in the classroom, and development of individualized programs. Four appendixes list assessment and instructional resources. A glossary and a bibliography of 120 items are also included. (DB)
Anmerkungen	Therapy Skill Builders, Communication Skill Builders, 3830 E. Bellevue, P.O. Box 42050, Tucson, AZ 85733 (Catalog No. 4188; $39.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01