Literaturnachweis - Detailanzeige
| Autor/inn/en | Stremel, Kathleen; und weitere |
|---|---|
| Titel | [Communication Interactions, Receptive Communication, Expressive Communication, and Communication Intervention]. |
| Quelle | (1994) 2-5, (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Communication Skills; Communication (Thought Transfer); Deaf Blind; Elementary Secondary Education; Expressive Language; Interpersonal Communication; Intervention; Preschool Education; Receptive Language; Teaching Methods |
| Abstract | This collection of four "focus flyers" developed by the Services for Children with Deaf-Blindness program at the University of Southern Mississippi provides practical guidelines for parents and teachers working with infants, children, and young adults who are deaf-blind. The first flyer is on communication interactions and is organized into an introductory section, a section on what the parent/teacher can do, and examples of how the parent/teacher can implement the guidelines. The second flyer, by Rebecca M. Wilson, is on receptive communication. After an introduction, sections are provided on critical reasons to send messages to individuals who are deaf-blind, rules to remember, ways to get the child to understand messages, receptive communication cues, and implementation guidelines. The third flyer, by Kathleen Stremel, is on expressive communication. It discusses reasons to communicate, the many forms of expressive communication, the progressive nature of communication development, ways parents and service providers can be more responsive, and suggestions for developing a "map" of the child's current and future expressive communication needs. The fourth flyer, also by Kathleen Stremel, is on communication intervention. It discusses how to select appropriate individualized target communication skills, how to use active teaching strategies, the importance of interaction during activities, and ways in which student outcomes can continuously be assessed. (Some flyers contain references.) (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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