- •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
Vestibular Stimulation
Vestibular refers to the vestibular apparatus of the inner ear, which includes those parts innervated by the eighth cranial nerve: the saccule, utricle, semicircular canals, vestibular nerve and vestibular nuclei, and those parts of the brain, which are directly affected by this system. The vestibular system responds to type, direction, angle, and speed of movement and head position enabling a person to orient in space and time and maintain a sense of equilibrium or balance.
Oral practice
11. 8 Think over the problems:
Which of the techniques do you find the most acceptable for treating learning disabilities?
Do you know anything about using these techniques in our country?
Can you anyway classify all these techniques?
11.9 Choose one of the problems and make up a dialogue. (Two professionals about strategies of rehabilitation.)
Colloquial phrases to use:
Step by step; the vestibular apparatus; old techniques; stimulation techniques; to support structures; the approach is based.
Text 3
11.10 Render the text in English: акватория для психотерапевта
Четырехлетний Максим увлеченно играет с дельфином в мячик. Оба спортсмена очень довольны – во время «матча» малыш заразительно смеется, а дельфин «выражает одобрение» красивыми прыжками в воде. Такое общение ребенка с дельфином по-научному называется дельфинотерапией.
В последние годы эта форма психотерапевтического лечения стала крайне популярной в некоторых крупнейших странах мира, например, в Америке, Мексике, Греции, на Кубе. Хотя медики пока научно не объяснили и даже не обосновали результаты своих исследований, опыты показывают, что дети, больные ДЦП, страдающие аутизмом, имеющие задержки в речевом развитии или пережившие сильнейшие психологические стрессы, после общения с дельфинами чувствуют себя намного лучше, проще адаптируются в мире. Становятся более общительными.
В Москве эксперименты по дельфинотерапии начались в прошлом году. К сожалению, врачам пока не удалось и не удается найти свободный бассейн, где можно было бы сделать акваторию для животных и поставить лечебную работу, так сказать, на поток. Они обзвонили почти все столичные бассейны, но везде получили отказ «сдать помещение». В единственном же известном игровом дельфинарии на Семеновской дети могут заниматься только один день в неделю. Остальные шесть или идут представления, или постоянные тренировки – животные готовятся к выступлениям.
Сейчас о каких-то серьезных медицинских выводах и заключениях говорить рано, нужно отслеживать результаты эксперимента несколько лет. Но успехи, несомненно, есть. Четырехлетний Максим уже через два месяца после начала занятий стал лучше разговаривать. Десятилетний Николай, страдающий ДЦП, спустя полгода смог держать в руках карандаш и даже пытался что-то писать или рисовать. А семилетняя Марина, больная аутизмом, при виде дельфина как бы просыпалась, проявляла интерес к окружающим ее предметам. Обидно, если врачи не смогут найти акваторию и продолжать контакты больных ребятишек с этими прелестными животными.
Дельфинотерапия, как и иппотерапия (контакт человека с лошадью), – один из способов психотерапии. Специалисты давно знакомы с такими ее видами, как рисование, музыка, гипноз. Метод общения людей с животными еще достаточно нов.
– Дельфины – очень добродушные животные, легко приручаются, поэтому врачи и биологи выбрали их для работы, – говорит сотрудник Института эволюционной морфологии и экологии животных им. А. Северцева Лев Михайлович Мухаметов. – По идее дельфинов вполне могут заменить слоны, морские черепахи, пингвины и другие экзотические животные. Кошки, собаки, домашние рыбки более привычны, поэтому не оказывают сильного эмоционального воздействия на человека и не всегда дают толчок для улучшения его здоровья. Еще не было случая, чтобы дельфин кого-то невзлюбил. Никакой особенной дрессировки не требуется. Как только зверь «домистицируется», то есть приручается, его можно использовать в экспериментах.