- •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
9.4 Comprehension questions:
What terms were used in the text to identify the children
with mental retardation?
Why did professionals give up such negative labeling?
What do you think about intelligence tests (IQ)?
Do they really refer to intelligence?
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:
Mentally retarded people; IQ test; quality; communication; measure; score; maternity ward; a wonderful nature; distinguish from; severe; harsh terms; research articles; a layperson's speech; neutral terms; imply.
9.6 Make a summary of Text 1 in English of 250-300 words in written form. Text 2 what is down syndrome?
9.7 Read the text and write the annotation to it (all in all 5-8 sentences).
If you are like most people, you probably had little understanding of what Down syndrome meant before your baby was born. Basically, Down syndrome means that your baby has one extra chromosome each of his millions of cells. Instead of forty-six, he has forty-seven. Over six thousand babies with Down syndrome are born in the United States every year and thousands more in other countries. It is one of the most common birth defects. Everyone has heard of children born with other disorders, such as spina bifida, cerebral palsy, muscular dystrophy, and Tay-Sachs disease. Of these, only cerebral palsy is more common than Down syndrome. Other chromosomal disorders are far less common.
Because genes and chromosomes play a large part in determining your child's characteristics, this extra chromosome will affect his life. His appearance may be a bit different from other children, he may have some unique medical problems, and he will likely have some degree of mental retardation, although the severity of any of these problems varies tremendously from child to child.
Two things about Down syndrome are clear. First; parents do not cause Down syndrome; nothing you did or did not do before or during pregnancy caused your baby to have Down syndrome. Second, like "normal" children, each baby with Down syndrome is unique, with his own personality, talents, and thoughts. There are few absolutes governing your baby's destiny like other children, he is an individual and will grow to become a distinct personality.
Parents frequently are amazed at how often conception results in abnormal chromosomes. In general, chromosomal abnormalities of one kind or another may occur in as many as four in one hundred conceptions. Most of these pregnancies end in miscarriage. In fact, a quarter of all miscarriages result from chromosomal abnormalities that do not allow the embryo to develop.
Down syndrome, the most common chromosomal abnormality in humans, is one that does allow the embryo to develop. Down syndrome occurs in all races and in all countries. Recent figures place the frequency in North America at about one in eight hundred to one in one thousand births. It can happen to anyone. It happens in both girls and boys evenly.