Ways to Communicate with Children Who Are Profoundly Mentally Retarded and Cannot Speak.

Autor/in	Adam, Heidemarie
Titel	Ways to Communicate with Children Who Are Profoundly Mentally Retarded and Cannot Speak.
Quelle	(1985), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Communication Skills; Manual Communication; Multiple Disabilities; Nonverbal Communication; Severe Mental Retardation; Teaching Methods + Suchen Sie Ihr Suchwort? Kommunikationsstil; Gebärdensprache; Multiple disability; Mehrfachbehinderung; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Experiences working with nonverbal severely and profoundly retarded and multiply handicapped children are discussed in this paper. Alternative communication systems are reviewed, including use of manual signs, pictures and symbols, photographs, realistic drawings, pictograms, and Bliss Symbols. A model for teaching basic understanding of communication identifies several stages leading to symbolic languages: the resonance phenomenom (gestures based on the child's movements), co-active movement (movements through space leading to imitation), and non-representational reference (teaching the child increasingly more abstract ways of representation). Progressions are noted from the non-representational reference stage to use of a sequence or calendar box to chart the activities of the day. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01