2005, ISBN: 9781870332170
Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices i… Mehr…
Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168. NA, Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168. NA, Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Wiley & Sons, Incorporated, John. Used - Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages., Wiley & Sons, Incorporated, John, 2.5<
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1992, ISBN: 9781870332170
Kartoniert, 272 Seiten, 229mm x 152mm x 16mm, Sprache(n): eng Tactile aids can offer a particularly cost-effective answer to the increasing demand for technical aids for the profoundly an… Mehr…
Kartoniert, 272 Seiten, 229mm x 152mm x 16mm, Sprache(n): eng Tactile aids can offer a particularly cost-effective answer to the increasing demand for technical aids for the profoundly and totally deaf. This book covers the design of tactile aids - single and multichannel - and the ways in which they may benefit the hearing impaired. Authors from Australia, Canada, the UK and the USA have contributed chapters, and among the topics they cover are: fundamentals of vibrotactile and electrotactile perception; signal processing strategies; tactile coding (including synthetic Tadoma); choice of subjects and subject training; evaluation of tactile aids and comparison with cochlear implants; and communication for the deaf-blind. The book should provide a useful reference for those who work with the profoundly deaf, students and others with interests in the perception of speech and environmental sound.Ian R. Summers is the author of Tactile Aids for the Hearing Impaired, published by Wiley. Versandkostenfreie Lieferung<
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ISBN: 9781870332170
Tactile aids can offer a particularly cost-effective answer to the increasing demand for technical aids for the profoundly and totally deaf. This book covers the design of tactile aids - … Mehr…
Tactile aids can offer a particularly cost-effective answer to the increasing demand for technical aids for the profoundly and totally deaf. This book covers the design of tactile aids - single and multichannel - and the ways in which they may benefit the hearing impaired. Authors from Australia, Canada, the UK and the USA have contributed chapters, and among the topics they cover are: fundamentals of vibrotactile and electrotactile perception; signal processing strategies; tactile coding (including synthetic Tadoma); choice of subjects and subject training; evaluation of tactile aids and comparison with cochlear implants; and communication for the deaf-blind. The book should provide a useful reference for those who work with the profoundly deaf, students and others with interests in the perception of speech and environmental sound. Books > Health > Medical > Audiology & Speech Pathology List_Books<
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Tactile Aids for the Hearing Impaired (Practical Aspects of Audiology) - Taschenbuch
1992, ISBN: 9781870332170
John Wiley & Sons, Taschenbuch, Auflage: Illustrated, 272 Seiten, Publiziert: 1992-02-19T00:00:01Z, Produktgruppe: Buch, 0.43 kg, Medizin, Kategorien, Bücher, Logopädie, Medizin & Gesundh… Mehr…
John Wiley & Sons, Taschenbuch, Auflage: Illustrated, 272 Seiten, Publiziert: 1992-02-19T00:00:01Z, Produktgruppe: Buch, 0.43 kg, Medizin, Kategorien, Bücher, Logopädie, Medizin & Gesundheitsdienste, Fachbücher, Pathologie, Grundlagen, HNO-Heilkunde, Klinische Medizin, Fremdsprachige Bücher, Featured Categories, Englische Bücher, 7c9a6c79-19ea-4dea-90da-d7d47042d341_2301, 7c9a6c79-19ea-4dea-90da-d7d47042d341_0, Arborist Merchandising Root, acc906d0-2585-4921-a56f-3ff277850936_4901, acc906d0-2585-4921-a56f-3ff277850936_0, Special Features Stores, Taschenbücher, acc906d0-2585-4921-a56f-3ff277850936_4201, Format: Illustriert, John Wiley & Sons, 1992<
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Tactile Aids for the Hearing Impaired (Practical Aspects of Audiology) - Taschenbuch
1992, ISBN: 9781870332170
John Wiley & Sons, Taschenbuch, Auflage: Illustrated, 272 Seiten, Publiziert: 1992-02-19T00:00:01Z, Produktgruppe: Buch, 0.43 kg, Medizin, Kategorien, Bücher, Logopädie, Medizin & Gesundh… Mehr…
John Wiley & Sons, Taschenbuch, Auflage: Illustrated, 272 Seiten, Publiziert: 1992-02-19T00:00:01Z, Produktgruppe: Buch, 0.43 kg, Medizin, Kategorien, Bücher, Logopädie, Medizin & Gesundheitsdienste, Fachbücher, Pathologie, Grundlagen, HNO-Heilkunde, Klinische Medizin, Fremdsprachige Bücher, Featured Categories, Englische Bücher, 7c9a6c79-19ea-4dea-90da-d7d47042d341_2301, 7c9a6c79-19ea-4dea-90da-d7d47042d341_0, Arborist Merchandising Root, acc906d0-2585-4921-a56f-3ff277850936_4901, acc906d0-2585-4921-a56f-3ff277850936_0, Special Features Stores, Taschenbücher, acc906d0-2585-4921-a56f-3ff277850936_4201, Format: Illustriert, John Wiley & Sons, 1992<
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2005, ISBN: 9781870332170
Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices i… Mehr…
Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168. NA, Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168. NA, Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Atlantic Publishers & Distributors (P) Ltd, 2005. Softcover. New. The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs â hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States. 1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 1. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography Printed Pages: 168., Atlantic Publishers & Distributors (P) Ltd, 2005, 6, Wiley & Sons, Incorporated, John. Used - Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages., Wiley & Sons, Incorporated, John, 2.5<
1992, ISBN: 9781870332170
Kartoniert, 272 Seiten, 229mm x 152mm x 16mm, Sprache(n): eng Tactile aids can offer a particularly cost-effective answer to the increasing demand for technical aids for the profoundly an… Mehr…
Kartoniert, 272 Seiten, 229mm x 152mm x 16mm, Sprache(n): eng Tactile aids can offer a particularly cost-effective answer to the increasing demand for technical aids for the profoundly and totally deaf. This book covers the design of tactile aids - single and multichannel - and the ways in which they may benefit the hearing impaired. Authors from Australia, Canada, the UK and the USA have contributed chapters, and among the topics they cover are: fundamentals of vibrotactile and electrotactile perception; signal processing strategies; tactile coding (including synthetic Tadoma); choice of subjects and subject training; evaluation of tactile aids and comparison with cochlear implants; and communication for the deaf-blind. The book should provide a useful reference for those who work with the profoundly deaf, students and others with interests in the perception of speech and environmental sound.Ian R. Summers is the author of Tactile Aids for the Hearing Impaired, published by Wiley. Versandkostenfreie Lieferung<
ISBN: 9781870332170
Tactile aids can offer a particularly cost-effective answer to the increasing demand for technical aids for the profoundly and totally deaf. This book covers the design of tactile aids - … Mehr…
Tactile aids can offer a particularly cost-effective answer to the increasing demand for technical aids for the profoundly and totally deaf. This book covers the design of tactile aids - single and multichannel - and the ways in which they may benefit the hearing impaired. Authors from Australia, Canada, the UK and the USA have contributed chapters, and among the topics they cover are: fundamentals of vibrotactile and electrotactile perception; signal processing strategies; tactile coding (including synthetic Tadoma); choice of subjects and subject training; evaluation of tactile aids and comparison with cochlear implants; and communication for the deaf-blind. The book should provide a useful reference for those who work with the profoundly deaf, students and others with interests in the perception of speech and environmental sound. Books > Health > Medical > Audiology & Speech Pathology List_Books<
Tactile Aids for the Hearing Impaired (Practical Aspects of Audiology) - Taschenbuch
1992, ISBN: 9781870332170
John Wiley & Sons, Taschenbuch, Auflage: Illustrated, 272 Seiten, Publiziert: 1992-02-19T00:00:01Z, Produktgruppe: Buch, 0.43 kg, Medizin, Kategorien, Bücher, Logopädie, Medizin & Gesundh… Mehr…
John Wiley & Sons, Taschenbuch, Auflage: Illustrated, 272 Seiten, Publiziert: 1992-02-19T00:00:01Z, Produktgruppe: Buch, 0.43 kg, Medizin, Kategorien, Bücher, Logopädie, Medizin & Gesundheitsdienste, Fachbücher, Pathologie, Grundlagen, HNO-Heilkunde, Klinische Medizin, Fremdsprachige Bücher, Featured Categories, Englische Bücher, 7c9a6c79-19ea-4dea-90da-d7d47042d341_2301, 7c9a6c79-19ea-4dea-90da-d7d47042d341_0, Arborist Merchandising Root, acc906d0-2585-4921-a56f-3ff277850936_4901, acc906d0-2585-4921-a56f-3ff277850936_0, Special Features Stores, Taschenbücher, acc906d0-2585-4921-a56f-3ff277850936_4201, Format: Illustriert, John Wiley & Sons, 1992<
Tactile Aids for the Hearing Impaired (Practical Aspects of Audiology) - Taschenbuch
1992, ISBN: 9781870332170
John Wiley & Sons, Taschenbuch, Auflage: Illustrated, 272 Seiten, Publiziert: 1992-02-19T00:00:01Z, Produktgruppe: Buch, 0.43 kg, Medizin, Kategorien, Bücher, Logopädie, Medizin & Gesundh… Mehr…
John Wiley & Sons, Taschenbuch, Auflage: Illustrated, 272 Seiten, Publiziert: 1992-02-19T00:00:01Z, Produktgruppe: Buch, 0.43 kg, Medizin, Kategorien, Bücher, Logopädie, Medizin & Gesundheitsdienste, Fachbücher, Pathologie, Grundlagen, HNO-Heilkunde, Klinische Medizin, Fremdsprachige Bücher, Featured Categories, Englische Bücher, 7c9a6c79-19ea-4dea-90da-d7d47042d341_2301, 7c9a6c79-19ea-4dea-90da-d7d47042d341_0, Arborist Merchandising Root, acc906d0-2585-4921-a56f-3ff277850936_4901, acc906d0-2585-4921-a56f-3ff277850936_0, Special Features Stores, Taschenbücher, acc906d0-2585-4921-a56f-3ff277850936_4201, Format: Illustriert, John Wiley & Sons, 1992<
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Detailangaben zum Buch - Tactile Aids for the Hearing Impaired (Practical Aspects of Audiology)
EAN (ISBN-13): 9781870332170
ISBN (ISBN-10): 1870332172
Taschenbuch
Erscheinungsjahr: 1992
Herausgeber: John Wiley & Sons
270 Seiten
Gewicht: 0,404 kg
Sprache: eng/Englisch
Buch in der Datenbank seit 2007-01-12T03:10:10+01:00 (Berlin)
Detailseite zuletzt geändert am 2023-12-17T13:11:39+01:00 (Berlin)
ISBN/EAN: 1870332172
ISBN - alternative Schreibweisen:
1-870332-17-2, 978-1-870332-17-0
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: ian summers
Titel des Buches: act for aids, tactile aids hearing impaired
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