The Use of "Symbol Shelves" in Teaching Communication with Multi-Handicapped Children.

Autor/in	Silverrain, Ann
Titel	The Use of "Symbol Shelves" in Teaching Communication with Multi-Handicapped Children.
Quelle	(1982), (6 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Children; Communication Aids (for Disabled); Communication Disorders; Early Childhood Education; Educational Objectives; Elementary Education; Guidelines; Locus of Control; Multiple Disabilities; Nonverbal Communication; Symbolic Language + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Kommunikationsstörung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Richtlinien; Multiple disability; Mehrfachbehinderung; Non-verbal communication; Nonverbale Kommunikation; Symbolsprache
Abstract	Symbol shelves are tools for developing two-way communication with multihandicapped children who can anticipate events, but who do not respond to speech or sign language. The purpose of symbol shelves is to allow children to be expressive through symbols, to enable them to feel some sense of control, and to serve as a bridge to a more formal method of communication. There are five steps involved in setting up a symbol shelf. The teacher should: (1) creatively find out what activities the child enjoys; (2) fit these activities into a classroom routine; (3) select obvious objects to serve as symbols for these activities; (4) place the objects in sequence on a shelf; and (5) have a box where the child can put each object after the activity is over. A large part of this document is a detailed scenario offered as an example of how a teacher might set up and use a symbol shelf as part of a child's daily routine. (DC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC