Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Lori Geist"'
Autor:
Karen A. Erickson, Lori Geist
Publikováno v:
TEACHING Exceptional Children. 54:296-304
Robust vocabulary instruction is an important part of comprehensive English language arts (ELA) instruction. Vocabulary instruction supports students in learning the meaning of words to build a receptive vocabulary that they can rely on to comprehend
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::13c828e99ca6835655ca0f68043a8a9b
https://doi.org/10.1177/00400599211018836
https://doi.org/10.1177/00400599211018836
Publikováno v:
Exceptionality Education International. 30:42-54
Many students with significant disabilities have complex communication needs and are not yet able to express themselves using speech, sign language, or other symbolic forms. These students rely on nonsymbolic forms of communication like facial expres
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d89f4ca3fe66495fdcf351d9c943ff2d
https://doi.org/10.5206/eei.v30i1.10914
https://doi.org/10.5206/eei.v30i1.10914
Publikováno v:
The ASHA Leader. 22:46-51
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::091374fc0b28b2a0356dbff4a09e2e28
https://doi.org/10.1044/leader.ftr1.22022017.46
https://doi.org/10.1044/leader.ftr1.22022017.46
Autor:
Karen A. Erickson, Lori Geist
Publikováno v:
Augmentative and Alternative Communication. 32:187-197
Understanding the characteristics of students with complex communication needs and significant cognitive disabilities is an important first step toward creating the kinds of supports and services required to help them successfully access the general
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2e0d5bc88f37b863a00a37ee9dab818e
https://doi.org/10.1080/07434618.2016.1213312
https://doi.org/10.1080/07434618.2016.1213312
Publikováno v:
Perspectives on Augmentative and Alternative Communication. 23:173-181
A review of best practices and recent research efforts provide guidance for serving school-age early communicators with complex communication needs (CCN) and significant cognitive disabilities (SCD). Our aim as SLPs working with students with CCN and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1e4f60d7441e06ea0e8ec74c6ffb0b0e
https://doi.org/10.1044/aac23.4.173
https://doi.org/10.1044/aac23.4.173