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Файл:Дефектология сборник текстов и упражнений по английскому языку. Учебное пособие для СПО
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throat doctor), an audiologist (hearing specialist), and a speech-language pathologist
(specialist in speech and language disorders). Some otolaryngologists and
audiologists are specially trained to work with infants and children. They are referred
to as pediatric otolaryngologists and pediatric audiologists. Ask each professional to
inform other professionals who work with your child about your child's visits.
Coordinated care can be a big help to you and your child. Many parents find it useful
to include educational and social service professionals on the team.
4. Interact with your child often.
Parents should interact often with a deaf or hard-of-hearing infant. All of the
caregivers in your child's life should interact with him or her as much as possible.
You can do this by holding, facing, smiling at, and responding to your infant from the
very beginning. Children need love, encouragement, and care from their families and
caregivers.
5. Work with your child's teachers.
Teachers who are experienced in working with deaf and hard-of-hearing
children can help parents understand how to improve long-term outcomes for a child.
Talk to your child's teachers. Get to know the educational system your child will be
entering and the services it provides for children who are deaf or hard-of-hearing.
II. Give equivalents in Russian: hearing impairment, communication skills,
infant, take to overcome communication barriers, residual hearing, cochlear implants,
hearing aids, hard-of-hearing children beneficial, coordinated care, to explore,
language disorders, as much as possible.
III. Give equivalents in English: глухота, осваивать язык, проходить
проверку, тугой на ухо, преимущества, приносить пользу, выбор,
взаимодействовать, забота, реагировать.
IV. Give a short summary of the text.
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11. DISORDERS OF CHILDHOOD
Text 11.
Many disorders seen in adults can occur in children. However, there is a group
of disorders usually first diagnosed in children. This chapter reviews only the more
common disorders. Child psychiatric assessment requires attention to details of a
child's stage of development, family structure and dynamics, and normative ageappropriate behavior. Consulting with parents and obtaining information from
schools, teachers, and other involved parties (e.g., Department of Social
Services/Youth Services) are essential to proper assessment.
Children, especially young children, usually express emotion in a more
concrete (less abstract) way than adults. Consequently, child interviews require more
concrete queries (Do you feel like crying? instead of Are you sad?). Playing games,
taking turns telling stories, and imaginative play are often used to gain insight into the
child's emotional and interpersonal life. During play, observations are also made
regarding activity level, motor skills, and verbal expression. Children are much more
likely than adults to have co morbid mental disorders, making diagnosis and
treatment more complicated.
The complexities of diagnosis in child psychiatry often require the use of
psychological testing. It yields a verbal score, a performance score, and a full-scale
score (both verbal and performance) or intelligence quotient (IQ).
There are many other tests and objective rating scales designed to measure
behavior (e.g., impulsiveness, physical activity), perceptual-motor skills (by drawing
people, placing pegs in appropriately shaped holes), and personality style (by
describing what is happening in an ambiguous scene).
Because seizure activity or subtle electroencephalographic abnormalities are
common in certain child psychiatric disorders, an electroencephalogram (EEG) may
be warranted. The evaluation of mental retardation usually involves a search for
possible causes.
ASSIGNMENTS
I. Answer the questions:
1. Can many disorders seen in adults occur in children?
2. What details does child psychiatric assessment require attention to?
3. What is essential to proper assessment?
4. How do young children usually express emotion?
5. In what way can you gain insight into the child's emotional and interpersonal life?
6. What for are also observations made during play?
7. What is psychological testing used for?
8. What tests and objective rating scales are usually used?
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II. Translate into Russian:
To occur, assessment (syn. evaluation), to require, obtaining information,
essential, consequently, queries, to gain, observation, disorder, complexities (pl.),
ambiguous scene, to be warranted, retardation.
III. Match A, B and C:
A
B
C
disorders
- an opinion or a judgment about
smth that had been thought about
very carefully.
I was astonished by the … of
that situation.
assessment
- the features of a problem or
situation that are difficult to
understand.
Most information was collected
by direct … of the children’s
behavior.
observation
- an illness that causes a part or
the body to stop functioning
correctly.
Objective …. of the severity of
the problem was difficult.
complexities
- the act of watching smb/smth
carefully for a period of time,
especially to learn something.
He was suffering from some
form of psychiatric …
IV. Translate the given expressions paying attention to Participle I, II,
Gerund:
Disorders seen in adults, disorders usually first diagnosed, consulting with
parents, scales designed to measure behavior, by drawing people, by describing what
is happening.
V. Translate into English:
Стадия развития ребенка, эмоциональный и внутренний мир ребенка,
наблюдение, нормативы поведения данного возраста, состав семьи,
консультация с родителями, полученная информация от учителей, конкретные
вопросы, сложности диагностики, психологическое тестирование, моторика,
собственный стиль поведения.
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VI. Complete the sentences:
1. Many disorders seen in adults can…
2. Child psychiatric assessment requires attention to details of…
3. Children, especially young children, usually express emotion in …
4. Playing games, taking turns telling stories, and imaginative play are often
used to…
5. During play, observations are also made regarding…
6. The complexities of diagnosis in child psychiatry often require the use of …
7. There are many other tests and objective rating scales designed to …
8. The evaluation of mental retardation usually involves a …
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12. AUTISM AND YOUR CHILD
Text 12.
Autism. What is autism?
Autism is a brain disorder. People with autism have trouble communicating and
interacting with other people. A child with autism may seem very withdrawn, may
not make eye contact with people, may not talk or play the way other children do, or
may repeat certain motions or behaviors over and over again.
Signs of autism can vary from person to person. They can also be worse in
some people than in others. People can be said to have “low-functioning autism” or
“high-functioning autism”, depending upon the severity of their symptoms and the
results of an IQ (intelligence) test. Some of the more common signs are listed in the
box below.
Common Signs of Autism
1. Avoids cuddling or making eye contact.
2. Doesn’t respond to voices or other sounds.
3. Doesn’t talk, or doesn’t use language properly.
4. Rocks back and forth, spins or bangs his or her head.
5. Stares at parts of an object, such as the wheels of a toy car.
6. Doesn’t understand hand gestures or body language.
7. Doesn’t pretend or play make-believe games.
8. Is very concerned with order, routine or ritual.
9. Has a flat facial expression or uses a monotone voice.
What causes autism?
Doctors aren’t sure what causes autism Some studies have shown that the cause
is genetic (runs in families). Certain medical problems or something in your child’s
surroundings may also play a role. In many cases, the cause of a child’s autism is
never known. Boys are more likely than girls to have autism. As doctors continue to
study autism, they may learn more about what causes it.
Can vaccines cause autism?
No. Good research has shown that there is no link between autism and childhood
vaccinations (“shots”) like the measles, mumps and rubella (MMR) vaccine.
Vaccines are an important part of your child’s health. If you have any concerns
about the safety of vaccines, talk to your doctor.
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How is autism diagnosed?
There is no lab test that can detect autism. Autism is often diagnosed when a
baby or toddler doesn’t behave as expected for his or her age. If your doctor thinks
your child has autism, he or she will probably suggest that your child see a child
psychiatrist or other specialist. The specialist will probably test your child to see if he
or she shows signs of autism.
If my child has autism, does it mean that he or she is mentally retarded?
Many children with autism are also mentally retarded, but others are not. It can
be hard to test autistic children because they do not respond to questions in the same
way other children do. An autism expert can give your child special tests that will tell
you more about his or her condition.
Some autistic children have special skills, such as the ability to do complex
math problems in their heads. However, abilities like these are very rare.
My baby seemed fine. Why does he or she seem to have autism now?
We don’t know why this happens, but approximately 20 % of children with
autism seem to develop normally for the first 1 to 2 years. Then, these babies
experience what doctors call a regression. This means that they lose abilities that they
had before, such as the ability to talk.
Are there more cases of autism now than there used to be?
More children are being diagnosed with autism. However, we’re not sure if this
really means that more children have autism. It may mean that parents, teachers and
doctors are becoming better at recognizing the signs of autism.
How is autism treated?
Several treatments for autism are available. Research has shown that very
intense behavior and language therapy may help some children. There is no medicine
that treats autism itself, but medicine may help with some of the symptoms of autism,
such as aggressive behavior or sleeplessness. Talk to your doctor about what kind of
therapy can help your child.
Children don’t “outgrow” autism, and it can’t be cured. With therapy, some
children may improve as they mature. The individual child’s language skills and
overall intellectual level may help predict what will happen with the autism.
If I have one child with autism, am I more likely to have another one?
Brothers and sisters of children with autism, have about a 5 % chance of getting
autism themselves. There also seems to be a higher risk (10 % to 40 %) of another
disability, such as a learning disability, in siblings of children with autism.
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If you’re thinking about having more children, talk with your doctor about
whether it would help you to talk with a genetic counselor.
Active vocabulary
autism [`o:tızm] – аутизм;
brain disorder [breın] [dıs`o:dә] – расстройство умственной деятельности;
brain [breın] – мозг;
form [ fo:m] – формировать;
communicate [kә`mju:nıkeıt] – общаться;
isolated [`aısәleıtıd] – изолированные;
relationship [rı`leı∫(ә)n∫ıp] – отношения (между людьми);
indifferent [ın`difr(ә)nt] – равнодушный;
bond [bond] – связь;
many are incapable [ın`keıpәbl] – многие неспособны;
painfully – болезненно;
sensitive [`sensıtıv] – чувствительный;
follow [`folәu] – следовать;
development [dı`velәpmәnt] – развитие;
feel sorrow [fi:l] [`sorәu] – страдать;
attend [ә`tend] – посещать.
ASSIGNMENTS
I. Read and translate the text.
II. The following suffixes are used to form different parts of speech.
Nouns -ment; -ness; -sion; -tion; -ty; -al.
Adjectives -ful; -ic; -able; -ous; -y; -ive; -al.
The words in the charts below have all appeared in your previous special texts.
Use your dictionary to find the other parts of speech, and mark the stress.
This task tests your word-building skills.
Noun
Verb
develop
communication
improve
Noun
Adjective
pain
personal
ambition
intelligence
emotional
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III. Match the words and phrases:
1) sibling
2) a retarded child
3) a brain disorder
4) disability
5) a flat facial expression
6) outgrow
7) a cause
8) signs of autism
9) severity
1) нетрудоспособность
2) признаки аутизма
3) нарушения в мозге
4) родной брат или сестра
5) перерастать
6) умственно отсталый ребенок
7) серьезность
8) причина
9) однообразное выражение лица
IV. Open the brackets using the proper word from the text:
1. People with (аутизм) have trouble (общение) and (взаимодействие) with
other people.
2. People can be said to have (слабо выраженный) autism or (ярко
выраженный) autism, depending upon the severity of their symptoms and the results
of an IQ test.
3. A child with autism may seem very (замкнутый), may not make eye contact
with people, may not talk or play the way other children do, or may (повторять
определенные движения) or (поведение) over and over again.
4. Avoids (обнимать) or making eye contact.
5. Doesn’t understand (язык жестов).
6. (Раскачиваться), (вертеться) or bangs his or her head.
V. Answer the following questions.
1. Is autism a brain disorder? What ability does this brain disorder typically affect?
2. How do you understand this expression: “Isolated in worlds of their own”?
3. Why is communication different for people with autism?
4. Do children with autism follow typical patterns of child development?
5. Why do parents of children with autism often feel sorrow?
6. Can children with autism be helped to attend school with other children now?
7. Is it possible to help improve social language and academic skills of children
with autism?
IV. Translate the following sentences:
1. Его неспособность общаться – это не результат плохого воспитания, а
следствие психического нарушения, которое называется аутизм.
2. Формирование эмоциональных связей с окружающими – серьезная
проблема для людей с аутизмом.
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3. Моя сестра всегда была болезненно чувствительна к громким звукам.
4. Он всегда умел понимать проблемы других людей, их мысли и чувства,
и это всегда привлекало к нему людей.
5. Он вдруг понял, что его надежды и мечты никогда не воплотятся в жизнь.
6. Прошли те дни, когда люди с аутизмом обычно были изолированы.
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13. HOW TO BOOST YOUR MEMORY
Text 13.
Strategy
I. Find the sentence that expresses the main idea in each paragraph. The
headings you choose from will also express the main idea.
II. Read the following article and choose a heading from the list below for
each paragraph. The first one has been done for you. There is one extra heading
which you do not need to use.
A. A very powerful mechanism.
B. Two ways of remembering.
C. Why we forget our earliest memories.
D. Short term and long term memory.
E. Healthy body; healthy mind.
F. An old approach but a good one.
G. Are you forgetful?
How to boost your memory
(1 _G ) Perhaps you do badly in exams because you can’t recall facts and
figures or words structures in a foreign language. Are you always losing things or
forgetting the books you need for school that day? Or do you forget what Mum
wanted you to get at the corner shop? Relax! Help is close at hand. There’s a
tremendous range of methods to boost your memory.
(2 ____) Your memory is like a brilliant, but unreliable computer storing a vast
amount of information. In fact the memory’s capacity is theoretically unlimited. The
brain can record more than 86 billion bits of information every day and our memories
can probably hold 100 trillion bits in a lifetime.
(3 ____) Nevertheless only about 20 per cent of our daily experience is
registered, and of that only a tiny proportion is loaded into long memory. Most of the
images and ideas that pass through our minds during a day are held for only 25 to 30
seconds. This is just long enough for us to be able to keep the words of a sentence in
our heard as we read it so we understand its meaning.
(4 ____) We also remember different things in two different ways: declarative
and non-declarative. Declarative memory deals with concrete thing, specific events
and facts such as what we have been doing and our recall of things that have
happened. Non-declarative memory includes knowledge of general things, how to
ride a bicycle, how to behave and so on. Someone with amnesia will almost always
remember how to ride a bike, but may well forget her own name. One sad victim of
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