Welcome Guest!
Teachers are welcome to read and post on Teachers.Net.
Login to access to these free features:
• Relaxed spam filters
• Post pics, links & comments
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
Welcome Guest!
You must login to comment on posts.
Login to access to these free features:
• Relaxed spam filters
• Post links & upload pics
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
Welcome Guest!
Your account must login to post.
Login to access to these free features:
• Relaxed spam filters
• Post, comment, & upload pics
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
by jeanne buesser
Apr 10, 2003
/blockquote>
Please help me pass the word along to all the parents and
teachers about this book.
Thank you.
Jeanne Buesser
President, Apraxia Network of Bergen County
Outreach Coordinator of Cherab
"Oral language-the ability to communicate needs, feelings
and opinions via verbal speech-is the coin-of-t...See More/blockquote>
Please help me pass the word along to all the parents and
teachers about this book.
Thank you.
Jeanne Buesser
President, Apraxia Network of Bergen County
Outreach Coordinator of Cherab
"Oral language-the ability to communicate needs, feelings
and opinions via verbal speech-is the coin-of-the-realm in
today's society. One must be able to interact verbally with
others and an inability to do so, can greatly hamper a
child's development and independence.
For most children, oral language develops quite naturally.
As the child's vocabulary and syntax emerges, he becomes
better able to communicate with others and gains control of
his environment. A child's failure to develop normal verbal
language can create great angst for his parents and
caregivers.
When a parent has concerns about the child's language
development, she often turns to family members or neighbors
for 'expert' advice. The counsel that is provided generally
ranges from unwarranted panic to laissez-faire advice that
the child 'will grow out of it.' Neither of these reactions
is particularly helpful or effective.
However, The Late Talker by Agin, Geng and Nicholl provides
useful, field tested advice for parents who are concerned
about their child's language development. This gem of a
book provides an immensely readable overview of normal
language development and a thorough review of the cause of
language delays and disabilities. The material offers
comfort and counsel for the anxious parents.
The great strength of The Late Talker is its
transdisciplinary approach to the topic. Dr. Agin offers a
thoughtful medical perspective on the problem and
translates the related research into understandable and
useful terms. Co-author Lisa Geng provides an invaluable
parental perspective on the issue by discussing the
emotional reactions of the family to the child with delayed
speech.
The Late Talker provides an unparalleled overview of a
problem faced by families throughout America . But beyond
merely defining the problems, the book offers practical
advice and strategies that the reader can put into
action . . . today. This book belongs in every
pediatrician's office and in the bookshelf of every early
childhood center in the country."
--Richard D. Lavoie, M.S., M.Ed., Visiting Professor at
Simmons College , Former Director of Riverview School ,
Producer The F.A.T. City Video
[link removed]
by Charlotte
Apr 14, 2003
/blockquote>
What should future curriculum include for middle school?
by Charlotte
Apr 14, 2003
/blockquote>
What is/are the reason(s) for such a prevalence of an "I
don't care" attitude by middle school students? Do you
know of anything that could be part of the curriculum to
help curb such an attitude?
by Charlotte
Apr 14, 2003
/blockquote>
How is today's public school curriculum not in step with
the times?
/blockquote>
I was just wondering what the wages were like in Idaho for
Spanish teachers. I'm looking to move in a couple of years
when I finish school. Any info would be appreciated. Thanks.
Shell
by Gail Kervatt
Apr 24, 2003
/blockquote>
Selective mutism is a complex psychological disorder caused
by anxiety. It is genetically related and average onset is
3.7 years of age. Generally, selective mutism is called
shyness for several years until a child enters school and
does not function verbally in school and most social
situations outside ...See More/blockquote>
Selective mutism is a complex psychological disorder caused
by anxiety. It is genetically related and average onset is
3.7 years of age. Generally, selective mutism is called
shyness for several years until a child enters school and
does not function verbally in school and most social
situations outside of school. Parents and teachers become
very concerned and seek further assistance and diagnosis.
These children have the ability to speak and understand
language, develop age appropriate skills, and function
normally at home with most family members and are,
therefore, often misdiagnosed. If this nonverbal behavior
outside of the home lasts for a period of time, it becomes
a learned pattern and is quite difficult to overcome,
because the longer a child is silent, the more entrenched
the behavior becomes.
Most school personnel do not have the expertise or
experience to deal with a child having this disorder which
is caused by anxiety and avoidance. This disability has
received more attention in the past few years and
therefore, the numbers of children identified who are
suffering with the disorder have risen sharply.
School interventions have proven to be quite difficult
partially due to teacher and administrator lack of
knowledge and materials, fear, and inexperience.
Selectively mute children quickly learn to use avoidance
techniques, as do their teachers, and to use the school
environment to accommodate this debilitating condition.
Thus, nonsupportive schools who avoid an appropriate
intervention begin to do unjust harm to these children.
It is evident that teachers who discover a selectively mute
child in their classroom do want to help. However, it
appears, they have a very difficult time finding research
based strategies and a format that can be used in a
sequential order within the school setting. Current
research and materials are becoming more available.
I hope that I have given you some needed information so
that these children do not continue to suffer in silence.
__________________
Gail Kervatt
[link removed]
by Nancy Aitken
May 6, 2003
/blockquote>
Dear Educators,
Greetings from Costa Rica. I would like to announce a
course for
teachers for this coming summer in Costa Rica.
Proyecto Campanario, the Institute for Central American
Studies, and
Lewis and Clark College have teamed up to offer an
intense "Habitats and
Culture of...See More/blockquote>
Dear Educators,
Greetings from Costa Rica. I would like to announce a
course for
teachers for this coming summer in Costa Rica.
Proyecto Campanario, the Institute for Central American
Studies, and
Lewis and Clark College have teamed up to offer an
intense "Habitats and
Culture of Costa Rica" course for academic or
professional development
credit for teachers. The hands-on course is an
environmental overview of
present day Costa Rica that emphasizes the natural
history of its
diverse landscapes as well as the language and customs of
the people.
Teachers will journey across Costa Ricas extraordinary
geography: from
coral lagoon to once-glaciated peaks of volcanic rock,
experiencing
cloud forests, lowland rainforests, and mangrove swamps.
This is a
rather intense "field trip".
You may read more about the course on our web site and/or
write to us
for a complete course descriptions and registration form.
I look forward to hearing from you.
Sincerely,
Nancy Aitken
Director
Proyecto
next page »
« prev page
Teacher Chatboards
On 4/14/03, Charlotte wrote:
> How is today's public school curriculum not in step with
> the times?
* i don't understand what you mean. would you please
elaborate? thank you.