Always Learning

Survey of Communication Disorders for the Classroom Teacher, A
Martha Scott Lue, University of Central Florida

ISBN-10: 020530804X
ISBN-13:  9780205308040

Publisher:  Allyn & Bacon
Copyright:  2001
Format:  Paper; 276 pp
Published:  09/22/2000
Status: Instock


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Description

This text assists the educational professional in the understanding, identification, and remediation of communication disorders in children and adolescents in inclusive settings.

While meeting the specific prescriptive remediation needs of individuals with communication disorders remains the primary responsibility of the speech-language professional, in light of legislation and emerging trends in educating children with disabilities, a shared responsibility resides with the classroom teacher and other members of the educational team. Appropriate vignettes and glossary are provided in an effort to bridge the jargon gap and for those who may not have experience with communication principles or pathologies. Relevant, practical strategies are offered and each chapter presents a logical sequence of functional information that clearly addresses the stated objectives. The content, as well as the bibliography, is current. Both attempt to blend classic literature with current findings from respected literature. Reflections, activities, and suggested reading lists are also provided.


Features

  • Extensive review of literature provides teachers with a comprehensive view into the communication disorders discipline and numerous ways in which professionals may assist students needing such help.
  • An overview of language, speech, and communication presented in Chapter 1 establishes definitions that facilitate communication between disciplines.
  • Review of the speech process in Chapter 2 offers a well organized description of the speech process. Progression of information builds a solid physiological foundation for the communication processes.
  • Extensive research presented on early childhood development of communication skills in Chapter 3 provides information to complete the task of incorporating educational goals involving pre-reading into objectives for preschool students.
  • Cultural and linguistic diversity strategies are presented in Chapter 5. Extensive resources are presented: historical coverage of the Bilingual Education Act of 1968, discussion of language difference versus language disorder, and many practical suggestions.
  • Chapter 6 discusses teaching language skills to students with mild disabilities and includes charts of intervention strategies and examples of specific language lessons.
  • Discussion of problems of voice and fluency (Ch. 8) guides educators in detecting and remediating voice and resonance problems in children.
  • Useful information pertaining to the identification of hearing impairments and suggestions for working with students with hearing loss is provided in Chapter 9.
  • Emphasizes various syndromes in special populations in Chapter 10 and presents possible causes, educational implications, and useful strategies for teachers.
  • Discussion on assistive and augmentative technology in Chapter 11 is an excellent resource both for persons already working with individuals with disabilities and for pre-service educators. Section on how one can obtain funding and other types of support for assistive technology, plus lists of available vendors, journals, and resources are provided.
  • Chapter 12 outlines collaboration between speech-language pathologists and other professionals including parents, clearly delineates the duties of the speech-language pathologist.
  • Reflections and suggested activities are included in each chapter.
  • Vignettes present real-life, practical cases that lend a face to subsequent discussions.


Table of Contents

All chapters begin with “Chapter Objectives” and “Vignettes.” Most chapters include “Activity,” “Reflection,” “Summary,” and “References and Suggested Readings.”

1.Language, Speech, and Communication: An Overview by Martha Lue and Mary Little.

Communication.

Language.

Speech.

Changing Roles for Teachers.

Overview of Book Chapters.



2.The Speech Process: How It Works by Martha Lue.

The Central Nervous System.

The Respiratory System.

The Phonation Mechanism.

The Resonation System.

The Articulation System.



3.Early Communication Development by Lee Cross.

Theories of Language Development.

Prelinguistic (Preverbal) Development.

Strategies to Encourage Prelinguistic Communication.

Early Language Development.

Strategies to Facilitate the Development of Communication Skills.

Emergent Literacy.



4.The Development of Language Skills in School Age Children by Lee Cross.

The Components of Language.



5The Culturally and Linguistically Diverse Exceptional Learner by Martha Lue.

Challenges of Demographic Change.

State and Federal Laws.

The Language Minority/Limited English Proficiency (LEP) Child.

Culture of Home and School.

Intercultural/Intracultural Competence.

Cultural Sensitivity and School Success.

Effective Home and School Collaboration.

Language Difference and Language Disorder.

Family and Community Involvement.

Provisions of Services and Individuals with Disabilities Education Act (IDEA).

Strategies for Instructing Diverse Populations: The Role of Teachers.

Acculturation.

Strategies for Developing a Culturally Responsive Classroom.



6.Teaching Language Skills to Students with Mild Disabilities by Mary Little.

Students with Mental Retardation.

Students with Learning Disabilities.

Students with Serious Emotional Disturbances.

Roles and Responsibilities of the Teacher.

A Call to Action: Instructional Decision-Making.

Language Instruction: Specific Considerations and Strategies.

Specific Lessons and Ideas.



7.Problems of Phonology/Articulation: Identification and Remediation by Martha Lue.

Language Parameters.

Phonology versus Articulation.

The Phonological System.

Young Children and Phonological Awareness.

Phonological Processing.

The International Phonetic Alphabet (IPA).

Problems of Phonology.

Classification of Phonological Errors.

Factors Contributing to Phonological Problems.

“At-Risk” or “High-Risk Populations” for Language Monitoring.

Identifying Children with Language Problems.

Strategies for Working with Youngsters Exhibiting Phonological or Articulation Problems.



8.Problems of Voice and Fluency: Identification and Remediation by Martha Lue.

Disorders of Voice.

Voice Disorders in School-Age Children.

Vocal Hygiene and the Classroom Teacher.

Problems of Fluency.

Research Related to Stuttering.

Description of Ctuttering.

Disorders of Fluency: Helpful Hints for Prevention/Remediation.

Stuttering at a Glance: Things Teachers Should Know.



9.Problems of Hearing: Identification and Remediation by Martha Lue.

The Hearing Mechanism.

Description of the Hearing Process.

Nature/Types of Hearing Loss.

Language Development and Hearing Loss.

Educational Approaches.

Educational Implications for Youngsters with Hearing Impairments.

Early Identification and Behavioral Indications of a Possible Hearing Loss.

Assessing Individuals with a Hearing Loss.

American with Disabilities Act (ADA) and Individuals with Hearing Impairments.

The Hard-of-Hearing Child in the Classroom.

Working with Students with Hearing Loss.



10.Special Population by Martha Lue.

Syndromes and Communication Problems.



11.Augmentative/Alternative Communication and Assistive Technology by Gwendolyn Alexander and Martha Lue.

Mandates for Assistive Technology.

Communication Barriers Encountered by Students.

Candidates for Assistive Technology.

Categories of Assistive Technology.

Augmentative and Alternative Communication (AAC).

Facilitated Communication.

Assistive Technology and Students with Visual Impairments.

Positioning and Use of Augmentative and Alternative Communication Systems.

Funding Options.

What a Teacher Needs to Know about Assistive Technology.



12.Collaboration: The Role of the Speech-Language Pathologist and the Special Educator in the Inclusive Process by Martha Lue.

Special Education: The Profession from a Historical Perspective.

Collaboration Defined.

Service Delivery Models for Speech-Language Pathologists and Special Educators.

Models for Delivery of Services in Special Education.

Important Readings on Collaboration.



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For the Communication Sciences & Disorders Discipline

Allyn & Bacon Communication Disorders SuperSite
Allyn & Bacon
©2001  |  Allyn & Bacon  |  On-line Supplement  |  Live
ISBN-10: 0205337619  |  ISBN-13: 9780205337613
More Info

Communication Disorders Website
Sharp
©2007  |  Allyn & Bacon  |  On-line Supplement  |  Live
ISBN-10: 0131737244  |  ISBN-13: 9780131737242
More Info


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