Английский язык учебник

Unit XIV

THE EXCEPTIONAL CHILD?

APPROACHING THE TOPIC

Discuss the following questions.

1.What kind of person can be defined as an “exceptional child”?

2.Is it good or bad to be different?

3.What do you think can be done to give birth to healthy children?

VOCABULARY

1.agent, n – 1. представитель, посредник; 2. действующая сила, фактор, среда; ~ of disease возбудитель болезни agency, n – 1. представительство, орган, организация; 2. со действие, посредничество; by/through ~ of smth., smb. по средством (при помощи чего л., кого л.); 3. фактор, сред ство; ~ of destruction средство разрушения

agent, a – действующий

2.continuum, n – континуум

3.contraсt, n – договор, соглашение

contract, v – 1. заключать (договор, сделку); 2. приобретать (привычку); 3. подхватить (болезнь), заболеть

4.counsel, n – 1. обсуждение; 2. совет; to give good ~ давать хо роший совет; 3. решение, план

counsellor, n – консультант psychological ~ консультант психолог

counselee, n – клиент (обращающийся за консультацией к психологу)

counsel, v – советовать, рекомендовать

counseling, n – психологическое консультирование (кон сультация); therapeutic ~ психотерапия

5.delay, n – 1. задержка, приостановка; 2. замедление, про медление; without ~ немедленно, без проволочек

delay, v – задерживать, отсрочивать, медлить

delayed, a – задержанный, замедленный; ~ conditioning отставленное формирование условных рефлексов

6.dementia, n – 1. слабоумие; 2. помешательство dement, v – 1. сводить с ума; 2. потерять рассудок demented, a – умалишенный, слабоумный

7.exception, n – 1. исключение; ~ from/to the rule исключение из правила; 2. возражение

except, v – 1. исключать; 2. возражать

exceptional, a – исключительный, необычный, незаурядный except, prep – исключая, за исключением, кроме как; ~ for если бы не, если не считать

8.fetal, a – утробный, зародышевый, эмбриональный; ~ al chohol syndrome плодный алкогольный синдром

9.fertilization, n – оплодотворение fertilize, v – оплодотворять

fertilizable, a – годный для оплодотворения

10.gestation, n – 1. период беременности; 2. созревание (плана, проекта)

gestational, a – связанный с периодом беременности, созре вания

11.handicap, n – помеха, препятствие, недостаток handicap, v – быть помехой, препятствовать

handicapped, a – c недостатками physically; ~ child физи чески недоразвитый ребенок

12.implication, n – 1. вовлечение, впутывание; 2. скрытый смысл, значение; by ~ по смыслу

implicate, v – 1. вовлекать, впутывать; 2. подразумевать implicate, a – запутанный

13.incidence, n – 1. сфера распространения, охват; 2. частот ность; ~ of a disease число заболевших

14.ingestion, n – прием пищи ingest, v – глотать, проглатывать

15.maternity, n – материнство

maternal, a – материнский, свойственный матери maternally, adv – 1. по матерински; 2. по материнской линии

16.overmatch, v – превосходить другого силой, умением и т.п.

17.prenatal, a – 1. предродовой; 2. внутриутробный; ~ infection внутриутробная инфекция

18.preset, a – заранее установленный, заранее запрограми рованный

19.remedy, n – 1. лекарство, лечебное средство; a good ~ for a cold хорошее средство от простуды; 2. средство, мера (против чего л.)

remedy, v – 1. вылечивать; 2. исправлять remediation, n – оздоровление

remedial, a – 1. лечебный; 2. исправительный, исправляющий

remediable, a – излечимый, поправимый

20.self help, n – самопомощь, (нравственное) самоусовершен ствование

self help, a – обслуживающий себя; ~ skills навыки самооб служивания

21.shade, n – 1. тень; 2. оттенок, тон; color ~ цветовой оттенок shading, n – 1. затенение; 2. ретуширование; 3. слабый от тенок, нюанс

shade, v – 1. затенять, заслонять; 2. штриховать, тушевать;

3.незаметно переходить (в другой цвет, качество и т.п.); the blue ~s away/off into a light of grey голубой цвет постепенно переходит в сероватый

shaded, a – 1. тенистый; 2. прикрытый; 3. темный

22.shelter, n – 1. пристанище, убежище; 2. укрытие, защита;

3.приют (для сирот и т.д.)

shelter, v – 1. приютить, дать приют, пристанище; 2. найти прибежище, укрываться, прятаться; 3. спасать, защищать sheltered, a – защищенный, укрытый; ~ environment безо пасная среда

23. sting, n – 1. жгучая боль, муки, угрызения (совести); 2. укус, ожог; ~ of nettles ожог крапивы

sting (stung), v – 1. жалить, жечь; 2. причинять острую боль, терзать; 3. чувствовать острую боль, терзаться stinging, a – 1. жгучий, саднящий; 2. язвительный, колкий

24.vocation, n – 1. призвание, склонность; ~ for/to призвание к чему л.; 2. профессия

vocational, a – профессиональный

vocationally, adv – 1. с профессиональной точки зрения; 2. в отношении выбора профессии

DEVELOPING VOCABULARY

Exercise 1. Translate the following word combina tions into Russian paying attention to your active vocabulary.

After the delay of half an hour, without delay, de layed conditioned reflex, delayed development, delayed procedure, delayed reinforcement, delay of reward, de lay of payment; an exceptional use of the word, an ex ceptional opportunity, an exceptional man, without ex ception, by way of exception, to make an exception, to be

beyond exception, nobody excepted; time handicap, to be under a heavy handicap, to handicap smth. seriously, mentally handicapped, to overcome a handicap, physi cal handicap; one condition shades into the other, to fall into the shade, delicate shades of meaning in words, a hat that shades one’s eyes, in the shade, light and shade, to shade off colors, all shades of opinion, to feel a shade better; to be capable of learning self help skills, self help journals, self help manual; to work in a sheltered envi ronment, sheltered life, sheltered area, under the shelter of the trees, to give shelter to smb., to shelter a criminal, to find shelter from worries of life, under the shelter of night, under the shelter of smb., to shelter envy under friendship’s name, to shelter oneself behind smb.’s au thority; the sting of a scorpion is in its tail, the sting of hunger, to sting smb. on the finger, nothing stings like the truth, a stinging remark; vocation for teaching, to change one’s vocation, to miss one’s vocation, vocational training, vocational school, vocational guidance, voca tional counseling, vocational choice.

Exercise 2. Translate the following word combina tions into English paying attention to your active vocabulary.

Превосходить другого силой; внутриутробное

развитие ребенка, внутриутробное заражение, внутриутробный дефект, уход за беременной женщи ной; материнский инстинкт, наследство, оставшееся после матери, родильный дом, дядя по материнской линии; заключить договор, приобретать дурные привычки, заводить дружбу с кем л.; социальное (общественное) значение, исторический смысл, недвусмысленый намек, прямо или косвенно, по смыслу; оплодотворение, обогащать (развивать) ум; химическое вещество,физическоетело,болезнетворное начало, средство разрушения, бюро путешествий; сойти с ума (лишиться рассудка), старческое слабоумие; дать хороший совет, хороший совет не идет

во вред, рекомендовать немедленные действия, советоваться с кем либо, консультант по вопросам брака, генетическое консультирование; нет средства от этой болезни, работа – лучшее лекарство, тут уж ничем не поможешь, исправить зло, лечебная гимнастика.

Exercise 3. Translate the following sentences into English using the indicated words from the vocabulary list.

exception 14. Исключение подтверждает правило. to contract 15. Будь осторожен и не подхвати ка

кой нибудь заразной болезни.

READING

THE EXCEPTIONAL CHILD? – MENTAL RETARDATION

It’s not easy to be different in our society. We’ve all felt the sting of not belonging, of not feeling a part of the group. We’ve all felt overmatched when asked to do things beyond our skills and capabilities, or bored when asked to do simple things that do not challenge us.

Of course, being different is not always bad. It is what makes us interesting. But it also forces us to adapt to meet social expectations. And when being dif ferent means a child is not able to receive information through the normal senses, or is not able to express himself or herself, or processes information too slowly or too quickly, special adaptations are necessary.

There have been many attempts to define the term ex ceptional child. Some use it when referring to a particu larly bright child or the child with unusual talent. Others use it when describing any atypical child. The term gener ally has been accepted, however, to include both the child who is handicapped and the child who is gifted. Here, we define the exceptional child as a child who differs from the average or normal child in (1) mental characteristics,

(2) sensory abilities, (3) communication abilities, (4) social behavior, or (5) physical characteristics. These differenc es must be to such an extent that the child requires a mod ification of school practices, or special educational servic es, to develop to maximum capacity.

How do psychologists go about defining what is normal or abnormal?

The simplest approach to distinguishing normal from abnormal is to label normal whatever most people do. Abnormal then becomes whatever differs markedly from the statistical average.

Another way to define abnormality is to compare a person’s behavior with widely accepted social expecta tions. The statistical approach to defining abnormality often corresponds to the approach based on social ex pectations.

But even taken together, these two criteria are not always sufficient.

One way around this problem is to assess abnormal ity not in terms of some statistical or socially accepted norm, but in terms of some absolute standard of what is psychologically healthy. In theory this approach sounds reasonable enough. But in practice such stan dards are hard to identify.

Thus no single way of defining abnormality is ade quate by itself. We need to apply several criteria before labeling a behavior abnormal. Nor is there any univer sal agreement as to where the line should be drawn be tween normal, on the one hand, and abnormal, on the other. Mental health is best viewed as a continuum. At the extreme ends of that continuum, normality and ab normality are easy to distinguish; but in the middle range, one condition shades gradually into the other, making it harder to differentiate the two.

As we have always been aware that some children learn more quickly than others, so we have always known that some children learn more slowly than their age mates and, as a consequence, have difficulty adapting to the social demands placed on them. Orga nized attempts to help children who learn slowly began less than two hundred years ago. Over the years, the care and education of children who are mentally re tarded has moved gradually from large state institu tions to the public schools, and within the schools to the least restrictive environment.

Educators have identified three levels of mental re tardation to indicate the educational implications of the condition: mild, moderate, and severe and profound.

Intellectual sub normality has traditionally been determined by performance on intelligence tests. One

of the earliest of these tests was developed by Alfred Binet for the express purpose of finding children who were not capable of responding to the traditional edu cation program in France at the turn of the twentieth century. Mentally retarded children are markedly slower than their age mates in using memory effective ly, in associating and classifying information, in rea soning, and in making sound judgements.

IQ scores can be used as a rough indicator of level of retardation. The ranges for mildly, moderately, and severely retarded are listed below.

If mild retardation is determined by the expecta tions placed on the child, some puzzling things happen. A child can become “mentally retarded” by simply get ting on a bus in a community where those expectations are low and getting off the bus in a community where they are high. More serious levels of retardation are obvious in any social setting; mild retardation is not. It can change with the expectations of the individual’s community. The term mental retardation covers a broad range of children and adults who differ from one another on the severity of developmental delay, in the causes of the condition, and in the special educational strategies that have been designed for them. It’s im portant that we remember these differences.

Mild Mental Retardation

A child who is mildly retarded because of delayed mental development has the capacity to develop in three areas: academically (at the primary and ad vanced elementary grade levels), socially (to the point at which the child can eventually live independently in

the community), and vocationally (to be partially or totally self supporting as an adult).

Often there are no observable pathological condi tions to account for or indicate mild retardation. This means that youngsters who are mildly retarded may go unidentified until they reach school age. But with more and more organized preschool programs, many of these youngsters are being found and placed in special education programs earlier.

Moderate Mental Retardation

The child who is moderately retarded can (1) achieve some degree of social responsibility, (2) learn basic academic skills, and (3) acquire limited vocation al skills. This child is capable of learning self help skills (dressing, undressing, toileting, eating); of pro tecting himself or herself from common dangers in the home, neighbourhood, and school; of adjusting socially (sharing, respecting property rights, cooperating); of learning to read signs and count; and of working in a sheltered environment or in a routine job under super vision. In most instances, children who are moderately retarded are identified during infancy and early child hood because of their marked developmental delays and, sometimes, their physical appearance.

Historically, educators and other professionals have underestimated what those who are moderately mentally retarded can do, given the proper training and opportu nities. Today these individuals who are moderately re tarded are adapting much better to their community than would have been expected in years past.

Severe and Profound Mental Retardation

Most severely and profoundly retarded children have multiple handicaps that interfere with normal in structional procedures. Special instructional environ ments and programs are essential to help these young sters develop their limited potential.