- •Предисловие
- •Contents
- •1.2 Before you start reading the text explain the term “exceptionality” in English.
- •1.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •1.4 Comprehension questions:
- •1.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •1.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 labeling
- •Oral practice
- •1. 8 Think over the problems:
- •1.9 Choose one of the problems and make up a dialogue. (a newspaper reporter and a professional.)
- •1.10 Render the text in English: специальное образование в россии
- •Review of the unit
- •11 A round-table talk.
- •Grammar revision
- •1.12 Choose the text from the Reader, Unit I to write an article for a psychological magazine.
- •2.2 Before you start reading the text explain the term “inclusive” in English.
- •2.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •2.4 Comprehension questions:
- •2.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •2.6 Make a summary of the Text 1 in English of 250-300 words in written form. Text 2 do special schools and teachers just have to disappear then...?
- •Oral practice
- •2. 8 Develop the ideas:
- •2.9 Choose one of the problems and make up a dialogue. (a newspaper reporter and a professional.)
- •2.10 Render the text in English: идентификация необычных детей
- •Review of the unit
- •11 Make up a dialogue using the vocabulary of the unit and reproduce it in class. Use the Reader, Unit 2.
- •Grammar revision
- •2.12 Arrange a Talk Show on the topic “Do we need inclusive education?”
- •3.2 Before you start reading the text explain the term “disabilities” in English.
- •3.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •Comprehension questions:
- •Use the expressions in the sentences of your own on the
- •3.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2. Types of learning disabilities
- •Integration
- •Oral practice
- •3. 8 Think over the problems:
- •3.9 Choose one of the problems and make up a dialogue. (a newspaper reporter and a professional.)
- •3.10 Render the text in English: студент, не умеющий читать и писать
- •Review of the unit
- •3.11 A round-table talk.
- •Grammar revision
- •3.12 Use the texts from the Reader and make up an interview with an American psychologist.
- •4.2 Before you start reading the text explain the term “disturbance” in English.
- •4.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •4.4 Comprehension questions:
- •4.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •4.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 rain man
- •Oral practice
- •4. 8 Think over the problems:
- •Choose one of the problems and make up a dialogue (a child suffering from autism and a professional.)
- •4.10 Render the text in English: черные ящики «правильных детей».
- •Review of the unit
- •4. 11 A round-table talk.
- •Grammar revision
- •Watch the film “The Rain Man” and write a review.
- •5.2 Before you start reading the text explain the term “impairment” in English.
- •5.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •5.4 Comprehension questions:
- •5.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •5.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 a parent's view of a speech impairment
- •Oral practice
- •Develop the following statements:
- •5.9 Choose one of the problems and make up a dialogue. (Two professionals about speech impairments.)
- •5.10 Render the text in English: прислушайтесь к речи ребенка!
- •Review of the unit
- •5. 11 A round-table talk.
- •Grammar revision
- •5.12 Use the texts from the Reader. Think of the speech problems of grown-up businessmen and politicians.
- •6.2 Before you start reading the text explain the term “deaf” in English.
- •6.3 Read the text making use of the active terminological vocabulary.
- •Instructional Implications
- •Vocabulary notes
- •6.4 Comprehension questions:
- •6.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •6.6 Make a summary of Text 1 in English of 250-300 words in written form.
- •A hearing mom of a deaf middle schooler
- •Talks about her son's deafness
- •Oral practice
- •6. 8 Think over the problems:
- •6.9 Choose one of the problems and make up a dialogue. (Two professionals about speech impairments.)
- •Render the text in English: глохнем!!!
- •Review of the unit
- •6.1. 11 A round-table talk.
- •Grammar revision
- •6.12 Use the texts from the Reader. Make up a speech on the topic of the unit.
- •7.2 Before you start reading the text explain the term “visual” in English.
- •7.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •7.4 Comprehension questions:
- •7.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •7.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 how to ensure young children to interact
- •Oral practice
- •7. 8 Think over the problems:
- •7.9 Choose one of the problems and make up a dialogue. (Two professionals about blindness.)
- •10 Render the text in English: только верхняя строчка
- •Review of the unit
- •7.11 A round-table talk.
- •Grammar revision
- •Development
- •Unit 8 physical disabilities
- •8.2 Before you start reading the text explain the term “disfigurement” in English.
- •8.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •8.4 Comprehension questions:
- •8.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •8.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 neurologic condition
- •Oral practice
- •1. 8 Think over the problems:
- •8.9 Choose one of the problems and make up a dialogue. (Two parents about speech impairments.)
- •8.10 Render the text in English: воспитание детей с моторными нарушениями
- •Review of the unit
- •8.11 A round-table talk.
- •Grammar revision
- •Development
- •8.12 Use the texts from the Reader. Individuals with physical disabilities dislike the implication that they are unable to function. Give your comments. Unit 9 mental retardation
- •9.2 Before you start reading the text explain the term “mental” in English.
- •9.3 Read the text making use of the active terminological vocabulary.
- •Intelligence Tests
- •Vocabulary notes
- •9.4 Comprehension questions:
- •9.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •9.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 what is down syndrome?
- •Oral practice
- •9. 8 Think over the problems:
- •9.9 Choose one of the problems and make up a dialogue. (a professional speaks about Down syndrome.)
- •9.10 Render the text in English: судьба дауненка
- •Review of the unit
- •A round-table talk.
- •Grammar revision
- •Development
- •9.12 Use the texts from the Reader. Talk about the capacity of the child to grow into a capable individual. Unit 10 gifted and talented children and their needs
- •10.2 Before you start reading the text explain the term “talented” in English.
- •10.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •10.4 Comprehension questions:
- •10.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •10.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 dolphin children or angels of earth
- •Oral practice
- •10. 8 Think over the problems:
- •10.9 Choose one of the problems and make up a dialogue. (Your opinion about gifted children.)
- •10.10 Render the text in English: осторожно, вундеркинд!
- •Review of the unit
- •10.11 A round-table talk.
- •Grammar revision
- •Development
- •10.12 Use the texts from the Reader. Tell if you’ve ever met an Indigo Child. Unit 11 specific methods of rehabilitation of disabled persons
- •11.2 Before you start reading the text explain the term “rehabilitation” in English.
- •11.3 Read the text making use of the active terminological vocabulary.
- •Vocabulary notes
- •11.4 Comprehension questions:
- •11.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:
- •11.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 defining strategies for remediation in rehabilitation
- •Vestibular Stimulation
- •Oral practice
- •11. 8 Think over the problems:
- •11.9 Choose one of the problems and make up a dialogue. (Two professionals about strategies of rehabilitation.)
- •11.10 Render the text in English: акватория для психотерапевта
- •Review of the unit
- •11.11 A round-table talk
- •Grammar revision
- •Development
- •11.12 Use the texts from the Reader. Speak on remarkable recoveries and methods of rehabilitation. Give your opinion.
- •Glossary
- •Literature
Oral practice
1. 8 Think over the problems:
How can people overcome physical disabilities?
What is epilepsy?
What way will you classify the severity of cerebral palsy?
8.9 Choose one of the problems and make up a dialogue. (Two parents about speech impairments.)
Colloquial phrases to use:
Environmental modifications in the classroom; full participation in activities; physical condition; anticipate necessary modifications; to determine the level of understanding of academic material.
Text 3
8.10 Render the text in English: воспитание детей с моторными нарушениями
В особом подходе нуждаются дети с нарушениями опорно-двигательного аппарата. Среди них основную группу составляют дети с церебральными параличами.
Детский церебральный паралич обусловлен поражением двигательных зон и проводящих путей головного мозга, поэтому у этих детей наряду с двигательными обычно наблюдаются и речедвигательные расстройства, а также отклонения психического развития.
Степень выраженности и характер проявлений двигательных нарушений различны. При одних формах заболевания больше страдают ноги, при других — руки; недостаточность движений может проявляться на одной стороне тела. Двигательная недостаточность может быть обусловлена нарушениями равновесия и координации движений или насильственными движениями — гиперкинезами, которые как бы блокируют возможность выполнения произвольных движений. Некоторые дети с церебральным параличом оказываются не в состоянии овладеть навыками ходьбы, самообслуживания, у других наблюдаются более легкие формы заболевания. Однако и они, передвигаясь самостоятельно, испытывают затруднения в развитии целенаправленных, практических действий.
У многих детей имеется сочетание различных форм двигательных нарушений. Независимо от степени двигательных дефектов у детей с церебральными параличами могут быть нарушения эмоционально-волевой сферы, поведения, умственного развития. Психическое развитие ребенка с церебральным параличом отличается неравномерностью: одни психические функции могут развиваться соответственно возрасту, другие — значительно отстают.
Для большинства детей с церебральным параличом характерно отставание речевого развития. Это связано как с характером самого заболевания, так нередко и с ошибками родителей. Речь развивается только в процессе общения и совместной деятельности, а деятельность ребенка с церебральным параличом ограничена двигательной недостаточностью. Контакты же со сверстниками и окружающими нередко ограничивают сами родители из-за опасения, что малыш может заболеть, а иногда и из-за ложного стыда. Кроме того, если родители стремятся предугадать все желания ребенка, они тем самым препятствуют формированию мотивации к речевому общению.
Большое значение для развития речи у ребенка имеет овладение ходьбой и манипулятивной деятельностью. Неправильное и запоздалое формирование этих функций у детей с церебральным параличом также является одной из причин позднего развития у них речи.