Uploading this presentation for ACADEMIC WRITING (SWAYAM) assignment. it is about hearing problems and the data is collected from various sites, books and journals.
Here is a great review of fluency for SLPs. It includes information regarding assessment and treatment, as well as consideration when working with bilingual students who have fluency disorders.
Speech sound disorders is an umbrella term referring to any combination of difficulties with perception, motor production, and/or the phonological representation of speech sounds and speech segments that impact speech intelligibility.
Known causes of speech sound disorders include motor-based disorders (apraxia and dysarthria), structurally based disorders and conditions (e.g., cleft palate and other craniofacial anomalies), syndrome/condition-related disorders (e.g., Down syndrome) and sensory-based conditions (e.g., hearing impairment.
Speech sound disorders include Articulation disorder & Phonological disorder.
Assessments include screening and detailed comprehensive assessment.
Effective treatment of speech sound disorder include Contrast therapy, Core vocabulary approach ,Cycles Approach, Distinctive feature therapy, Naturalistic speech intelligibility intervention,Non speech oral motor therapy,Speech sound perception training.
Uploading this presentation for ACADEMIC WRITING (SWAYAM) assignment. it is about hearing problems and the data is collected from various sites, books and journals.
Here is a great review of fluency for SLPs. It includes information regarding assessment and treatment, as well as consideration when working with bilingual students who have fluency disorders.
Speech sound disorders is an umbrella term referring to any combination of difficulties with perception, motor production, and/or the phonological representation of speech sounds and speech segments that impact speech intelligibility.
Known causes of speech sound disorders include motor-based disorders (apraxia and dysarthria), structurally based disorders and conditions (e.g., cleft palate and other craniofacial anomalies), syndrome/condition-related disorders (e.g., Down syndrome) and sensory-based conditions (e.g., hearing impairment.
Speech sound disorders include Articulation disorder & Phonological disorder.
Assessments include screening and detailed comprehensive assessment.
Effective treatment of speech sound disorder include Contrast therapy, Core vocabulary approach ,Cycles Approach, Distinctive feature therapy, Naturalistic speech intelligibility intervention,Non speech oral motor therapy,Speech sound perception training.
Behavioral Management Technique For Patient With Special Needs DrGhadooRa
done by : ( ABCD'S &G )
alaa ba-jafar
abrar alshahranii
sahab filfilan
nada alharbi
shahd rajab
Ghadeer suwaimil
I hope that you enjoy and you benefit❤
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
CHAPTER 4Building an Anti‑Bias Education Program Clarifying andWilheminaRossi174
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1.4 modern child centered education - mahatma gandhi-2.pptx
Models of deafness; Counseling
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3. Deaf history 1500-1600s Beginning of formal deaf education 1880 Milan Congress on Deaf Education Oral education preferred to sign education Homogenized deaf people 1964 Babbidge Report Oral education method is failing deaf students 1988 Deaf President Now Board of Gallaudet University appointed a hearing person as its 7th president Students protest until president resigns 1990 IDEA passes Deaf schools considered “Most Restrictive Environment”
4. Technological Revolution TTYs Closed Captioning Mobile Text Instant Messaging/ Skype Video Relay Service Assistive Devices Hearing Aids OAE/ABR Newborn Hearing Screening Cochlear Implants
7. World Health Organization International Classification of Functioning (ICF) Functioning is an outcome of interactions between health conditions and contextual factors Health conditions Disease, disorders, injuries Contextual factors External: environment, social structures, terrain, etc. Internal: personality, age, SES, education, etc.
9. Deaf Epistemology Audism Body is starting point for social classification Deaf bodies are broken Muteness = less intelligent Education and occupational systems not structured to accommodate hearing loss Visually-oriented Hauser 2010
11. Press release 4/27/09 Cochlear Americas Launches New Rehabilitation Program for Cochlear Implant Recipients About Cochlear AmericasCochlear Americas is the world's leader in advanced hearing technologies. Since launching the first multichannel cochlear implant system more than 25 years ago, Cochlear Limited and its U.S. headquarters have brought the miracle of sound to more than 150,000 hearing-impaired individuals across the globe. Cochlear Americas’ state-of-the-art cochlear implant technology, based on extensive research and development at preeminent academic institutions, provides the ability to hear sound and better understand speech, enhancing both learning capabilities and quality of life for those with severe-to-profound hearing loss.
13. Counseling Objectives: Contrast informational and adjustment counseling. Identify response types useful in counseling.
14. Informational counseling Also called content counseling Description of hearing loss Explanation of intervention choices Typically doesn’t address emotional affect of hearing loss Typically one-way, practitioner to client
15. Adjustment counseling Provide a comfortable climate where positive and negative feelings can be expressed without penalty Encourage client to verbalize how he/she feels others perceive him/her Explore nature of interpersonal relations and how having a hearing loss affects them Help client discuss, analyze and evaluate feelings Sanders 1982
16. Adjustment counseling Facilitate definition of situations/ events that arouse those feelings Help client explore various ways of dealing with feelings and evaluate effectiveness of those ways Encourage client to express feelings about self, the handicap, frustrations and aspirations Sanders 1982
17. Closed versus open questions Closed questions Can be answered with a single word. Stifle expression. Can seem directive. Open questions Can be answered broadly. Encourage expression. Lead to further awareness.
18. Closed versus open questions Are you sad? How are you feeling? When do you have that experience? Do you like your teacher? What are the advantages of doing it that way? Does your mother agree? Are you going to stop talking to that boy who’s been teasing you?
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20. Parent concerns My child is deaf. She’ll never hear anything. Focuses on negative, what’s missing. Switch focus to positive, what’s available. Will the hearing aid/cochlear implant correct/cure the hearing problem? Derives from hope that child can become “normal”. The intervention can enhance hearing, but, unlike glasses, will not allow her to hear as though there were no impairment. Will my child learn to talk? Will my child be able to go to school? Sanders 1982
21. Responding to parents What they say vs. what they mean. “I know you’ll be mad, but Ashley hasn’t been wearing her hearing aids the past 2 weeks” How do you respond?
22. Types of responses Honest Hostile Judging Reassuring Reflective Silent Nonverbal Clark & English 2004
23. Honest response Give full answers with no “silver linings” Give realistic answers Do not prognosticate with insufficient supporting data
24. Hostile response Typically a response to a perceived affront of the professional’s knowledge or training Never become hostile with a hostile patient Show that you respect and understand their frustration
25. Judging response Passing judgment on patient’s actions Projecting onto patient’s how we believe they should act Should allow patients to talk out their feelings and attitudes
26. Reassuring response Can stifle patient’s ability to express how they are feeling. How would you feel if someone told you, “It’s not as bad as it seems” or “Lots of people have it worse than you”
27. Reflective response Reflection is the attempt to understand the patient’s viewpoint and communicate that understanding in a way that permits the patient to examine their feelings from another perspective. Develop an understanding through reflection of the patient’s feelings. “You don’t feel your child is hearing significantly better in many environments?” “You are angry that your teacher doesn’t see how hard you are trying?”
28. Silent response Silence can provide temporal space for reflection and an opportunity for patients to assume responsibility for their own progress. Gives patients permission to take time for struggling with emotions.
29. Nonverbal response Includes tone of voice, posture, eye contact, gesture. Good nonverbal responses include Eye-level communication Good eye contact Leaning forward Purposeful head-nodding
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31. Child concerns Kids won’t play with me because I don’t hear everything they say I’m afraid to tell other kids I wear hearing aids I’m afraid to talk in class in case I didn’t understand I’m afraid to talk to the cute boy who my friend says likes me
32. Child concerns I’m afraid to try out for an activity because my hearing/speech isn’t good enough I’ve stopped wearing my hearing aid because I’m embarrassed The teacher won’t call on me because my speech embarrasses everyone
33. Child concerns Hearing loss will jeopardize relationships with peers limit developing relationships with potential dating partners affect acceptance by teachers limit academic achievement
34. Do not minimize the concerns! Accept the child’s statement It’s true for them Explore the feelings Consider situation where feeling arises Investigate ways of dealing If you did X, what’s the worst thing that could happen?
41. Help them evaluate the planFrom English, K. (2002) Counseling Children with Hearing Impairment and Their Families.
42. It is better to say “What do you think is the best thing for you to do next?” than “What you should do next is…”
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44. I Start, You Finish Open-ended activity to understand child’s self-awareness and self-perception Do not sit face-to-face, but side-by-side or at right angles “I have some sentences here that have no endings. I was wondering how you would complete them. I’ll start them off and ask you to finish them for me. You can add more sentences to each one if you want. We can take our time and talk about your sentences for as long as you want.”
54. Dreams and Maps Encourage child’s responsibility and ownership of hearing loss by developing goals. Each goal and each child involves unique steps, they need to be considered and discussed one at a time. Child may see how use of communication strategies and amplification fit into goals.
57. Dreams and Maps May need to reassess steps to goal to see if they are working. Can use SMART goal technique to help child formulate their plan.
58. When to refer If the situation is beyond your scope of practice marital, familial, financial stress emotional fragility If you don’t feel comfortable Have referral information readily available
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