Master's Theses in Education
| Author | : T. A. Lamke |
| Publisher | : |
| Total Pages | : 288 |
| Release | : 1970 |
| Genre | : Dissertations, Academic |
| ISBN | : |
A Comparison Of Fine Motor Skill Acquisition Of Normal And Educable Mentally Retarded Age Mates
Download A Comparison Of Fine Motor Skill Acquisition Of Normal And Educable Mentally Retarded Age Mates full books in PDF, epub, and Kindle. Read online free A Comparison Of Fine Motor Skill Acquisition Of Normal And Educable Mentally Retarded Age Mates ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Assessment of Young Developmentally Disabled Children
| Author | : Theodore D. Wachs |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 428 |
| Release | : 2013-06-29 |
| Genre | : Psychology |
| ISBN | : 1475793065 |
Our knowledge of the cognitive and social-emotional functioning of developmentally disabled infants and preschoolers derives, in large part, from our assessment of such children. This book has been developed to familiarize readers with the characteristics of developmentally disabled children, and to introduce to readers aspects of measurement that are of relevance to the assessment of atypical infants and preschoolers. The book has been developed with clinicians and prospective clinicians in mind. These are individuals who are committed to the care and education of developmentally disabled infants and preschoolers and the families of those children. The book has thus been written to provide support for the use of assessment data in planning early interven tion programs. Of special note in the development of this edited book is that it is divided into four major parts with interrelated chapters in each part. The authors of chapters in Parts II and III had access to the chapters in Part I before writing their chapters. The summary chap ters found in Part IV were similarly written by authors having access to all chapters in Parts I-III. This approach to the development of an edited book was chosen as a way of ensuring an integration of major concepts throughout the book. This process is also a reflection of our belief that assessment is an interdisciplinary process, involving the syn thesis of a number of diverse interests.
Cerebral Palsy
| Author | : Freeman Miller |
| Publisher | : JHU Press |
| Total Pages | : 548 |
| Release | : 2006-05-08 |
| Genre | : Health & Fitness |
| ISBN | : 0801883547 |
When a child has a health problem, parents want answers. But when a child has cerebral palsy, the answers don't come quickly. A diagnosis of this complex group of chronic conditions affecting movement and coordination is difficult to make and is typically delayed until the child is eighteen months old. Although the condition may be mild or severe, even general predictions about long-term prognosis seldom come before the child's second birthday. Written by a team of experts associated with the Cerebral Palsy Program at the Alfred I. duPont Hospital for Children, this authoritative resource provides parents and families with vital information that can help them cope with uncertainty. Thoroughly updated and revised to incorporate the latest medical advances, the second edition is a comprehensive guide to cerebral palsy. The book is organized into three parts. In the first, the authors describe specific patterns of involvement (hemiplegia, diplegia, quadriplegia), explain the medical and psychosocial implications of these conditions, and tell parents how to be effective advocates for their child. In the second part, the authors provide a wealth of practical advice about caregiving from nutrition to mobility. Part three features an extensive alphabetically arranged encyclopedia that defines and describes medical terms and diagnoses, medical and surgical procedures, and orthopedic and other assistive devices. Also included are lists of resources and recommended reading.
The Symbolic Species: The Co-evolution of Language and the Brain
| Author | : Terrence W. Deacon |
| Publisher | : W. W. Norton & Company |
| Total Pages | : 532 |
| Release | : 1998-04-17 |
| Genre | : Science |
| ISBN | : 0393343022 |
"A work of enormous breadth, likely to pleasantly surprise both general readers and experts."—New York Times Book Review This revolutionary book provides fresh answers to long-standing questions of human origins and consciousness. Drawing on his breakthrough research in comparative neuroscience, Terrence Deacon offers a wealth of insights into the significance of symbolic thinking: from the co-evolutionary exchange between language and brains over two million years of hominid evolution to the ethical repercussions that followed man's newfound access to other people's thoughts and emotions. Informing these insights is a new understanding of how Darwinian processes underlie the brain's development and function as well as its evolution. In contrast to much contemporary neuroscience that treats the brain as no more or less than a computer, Deacon provides a new clarity of vision into the mechanism of mind. It injects a renewed sense of adventure into the experience of being human.
Educational Differences (RLE Edu L)
| Author | : Arthur Jensen |
| Publisher | : Routledge |
| Total Pages | : 474 |
| Release | : 2012-05-16 |
| Genre | : Education |
| ISBN | : 1136461140 |
Among particular issues discussed in this book are the problems of the cultural disadvantaged, the problems of devising psychological tests which are not biased towards any particular culture, the problems of minority groups of children in education and the relationship between heritability and teachability.
Case Studies in Special Education
| Author | : Unesco |
| Publisher | : UNESCO Press |
| Total Pages | : 206 |
| Release | : 1974 |
| Genre | : Education |
| ISBN | : |
Collected is information provided by Cuba, Japan, Kenya, and Sweden on the historical background, the present situation, and the future outlook of their systems of special education. Introductory comments compare the national systems in terms of historical developments, arrangements for identifying the handicapped, special educational provisions, integration of the handicapped into ordinary schools, and the training of special education teachers. Information on Cuba pertains to the Technical Department of Education for the Mentally Retarded, schools for pupils with behavioral disturbances and for deaf, hard of hearing, and blind pupils, vocational education in special schools, identification of pupils for special schools, teacher training, public opinion, and future trends. Aspects of Japanese services that are considered include national policy, hsitorical background, current provisions, teacher training, legislation, government financial support, public opinion, and future trends. The material on Kenya deals with the establishment and development of special education, identification of handicapped children, provisions for the handicapped, integration with ordinary students, teacher training, international cooperation in special education and teacher training, legislation, public opinion, and future trends. The data from Sweden focus on terminology, the establishment and development of special education, identification of the handicapped, provisions in schools and special classes, integration with ordinary students, teacher training, schooling for integration into the community, and international cooperation in special education and teacher training. (Gw).
Cognitive Development in Atypical Children
| Author | : L.S. Siegel |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 270 |
| Release | : 2012-12-06 |
| Genre | : Psychology |
| ISBN | : 1461250366 |
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
