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ERIC Number: ED408628
Record Type: Non-Journal
Publication Date: 1997
Pages: 545
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-02-379272-8
Supporting Children with Communication Difficulties in Inclusive Settings: School-Based Language Intervention.
McCormick, Linda; And Others
Preparing language interventionists and special education teachers to work with colleagues and families on collaborative teams in public school settings, this book provides basic procedures for intervention for all children with language and communication difficulties, with hands-on activities to give students practice in applying the procedures. The book combines and synthesizes educational inclusion for learning with environmental supports for language acquisition. Chapters in the book are: (1) "Introduction to Language Acquisition" (Linda McCormick); (2) "Language Theory and Practice" (Diane Frome Loeb); (3) "Characteristics of Students with Language and Communication Difficulties" (Linda McCormick and Diane Frome Loeb); (4) "Working with Families" (Nancy Robinson); (5)"Policies and Practices" (Linda McCormick); (6) "Diagnostic and Descriptive Assessment" (Diane Frome Loeb); (7) "Ecological Assessment and Planning" (Linda McCormick); (8) "Language Intervention and Support" (Linda McCormick); (9) "Language Intervention with Infants and Toddlers" (Ken M. Bleile); (10) "Language Intervention in the Inclusive Preschool" (Linda McCormick); (11) "Facilitating Literacy in Young Children" (Mary Ross Moran); (12) "Special Needs of Young Children with Severe Disabilities" (Mary Jo Noonam and Ellin Siegel-Causey); (13) "Supporting Augmentative and Alternative Communication" (Linda McCormick); and (14) "Children with Culturally Diverse Backgrounds" (Betty H. Bunce). A glossary of pertinent terms is included. (RS)
Allyn and Bacon, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($49.33).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Parents; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A