Classroom Language Skills for Children with Down Syndrome: A Guide for Parents and Teachers

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For children with Down syndrome one of the many benefits of learning alongside typical classmates is the increased opportunity for communication development. But these same opportunities can also create significant challenges because of wide-ranging abilities in speech and language among children with Down syndrome. Libby Kumin, Ph.D., CCC-SLP, a leading expert on individuals with Down syndrome and their communication development, shares her expertise in this practical guide for...
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Overview

For children with Down syndrome one of the many benefits of learning alongside typical classmates is the increased opportunity for communication development. But these same opportunities can also create significant challenges because of wide-ranging abilities in speech and language among children with Down syndrome. Libby Kumin, Ph.D., CCC-SLP, a leading expert on individuals with Down syndrome and their communication development, shares her expertise in this practical guide for parents, teachers, and speech-language pathologists.

Classroom Language Skills for Children with Down Syndrome covers every aspect of a child's language needs from kindergarten through middle school. After a thorough overview of the characteristic communication problems associated with Down syndrome and how they affect children in school, the book explores the best strategies for adapting schoolwork and improving teacher-student communication. Included are tips on how to adapt curriculum, spoken instructions, written assignments, and classroom routines to meet the needs of students with Down syndrome. Samples of worksheets, checklists, graphic organizers, visual prompts, and an IEP planner make it easy to get started.

The book also covers augmentative communication methods for children who use little or no speech, as well as methods for enhancing conversation and social communication between children with Down syndrome and their peers. By illustrating the key connection between language, learning, and school success, this guide is a must-have reference for any parent or teacher of a child with Down syndrome.

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Product Details

  • ISBN-13: 9781890627119
  • Publisher: Woodbine House
  • Publication date: 1/28/2001
  • Series: Topics in Down Syndrome Series
  • Edition description: 1 ED
  • Pages: 339
  • Product dimensions: 8.55 (w) x 11.00 (h) x 0.78 (d)

Table of Contents

Acknowledgements ix
Introduction xi
Chapter 1 An Overview of Language Needs in Schools 1
Chapter 2 The Communication Team 15
Chapter 3 Evaluation and Eligibility for Speech-Language Services 31
Chapter 4 Planning for a Communication Support Program: Your Child's IEP 47
Chapter 5 Helping Children Learn in Inclusion 73
Chapter 6 The Language of the Curriculum 115
Chapter 7 The Language of Instruction 175
Chapter 8 The Language of the Hidden Curriculum 199
Chapter 9 The Language of Educational Testing: Modifications and Accommodations 207
Chapter 10 The Language of Classroom Routines 221
Chapter 11 Social Interactive Communication 233
Chapter 12 Augmentative and Alternative Means of Communication 281
Final Thoughts 309
Resource Guide 311
Appendix Planning Forms 321
Index 333
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  • Anonymous

    Posted November 3, 2001

    A must-read for successful inclusion of children with Down Syndrome

    This should be required reading for parents and teachers of children who have Down Syndrome and are included in regular classrooms. It gives many specific examples of how to modify curriculum; it explains why our children need modifications and adaptations, and it gives examples of behavior problems that can result from misunderstanding a child's efforts to communicate. The book is a wonderful resource when preparing your child's IEP. It also offers very concrete suggestions for speech therapists. It stresses teamwork between the SLP, teacher, teacher aide and parents. So many families are facing the problems outlined in this book - but this book offers solutions so that we don't have to struggle to figure them out for ourselves.

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