John Tracy Clinic 1973 Summer Session for Teachers of the Deaf/Blind: Selected Papers. Final Report.

Autor/in	Blea, William A.,
Institution	John Tracy Clinic, Los Angeles, CA.
Titel	John Tracy Clinic 1973 Summer Session for Teachers of the Deaf/Blind: Selected Papers. Final Report.
Quelle	(1973), (205 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Check Lists; Cognitive Development; Communication Skills; Curriculum; Deaf Blind; Elementary Secondary Education; Language Acquisition; Language Skills; Learning Activities; Models; Sensory Training; Skill Development; Speech Communication; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Checkliste; Kognitive Entwicklung; Kommunikationsstil; Curricula; Lehrplan; Rahmenplan; Mehrfach Behinderter; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Lernaktivität; Analogiemodell; Sensorische Erziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The document contains 10 papers from the 1973 John Tracy Clinic (Los Angeles, California) Summer Session for teachers on communication skills for deaf/blind children. J. Efron, the author of "Teaching Communication Skills to Deaf/Blind Children--Which Method?" examines advantages and disadvantages of several methods of teaching communication skills, offers some criteria for determining which method is most appropriate, and reviews principles of teaching communication skills to deaf/blind children. In "Acquisition of Communication Skills in the Normal Child," Efron lists stages of skill development in inner language, receptive language, and expressive language. A third paper by D. Cross, "Developing Language Skills in the Prelingual Deaf/Blind Child," contains a workshop outline. Described in question and answer format in a fourth paper (by Cross) is "A Program to Develop Communication and Language Skills via Coactive Movements and Imitation through Movement." A paper titled "The Speech Model" by L. Rowe offers a model which explains the progressions of speech learning which take place in specific lessons and in general learning situations. "Remedial Principles and Practices with the Hearing Impaired" (including lipreading, auditory training, and speech) are reviewed by E. Lowell. Subsequent papers contain guidelines on focusing and tracking for a child with impaired vision; activities for developing the kinesthetic sense, tactile awareness, the stereognostic sense, audition, and sense of weight and temperature; a "Developmental Learning Guide for Deaf/Blind Children" (compiled by D. Cross) which includes behavior and performance checklists, and sequential steps and activities in the areas of awareness of self and others, motor development, perceptual and readiness skills, conceptual skills, academics, and communication; and instructions for teaching practical life activities. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01