Literacy and augmentative and alternative communication /:
In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Boston :
Elsevier,
©2005.
|
| Schriftenreihe: | Augmentative and alternative communication perspectives series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext Volltext |
| Zusammenfassung: | In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. |
| Beschreibung: | 1 online resource (1 volume) |
| Bibliographie: | Includes bibliographical references and indexes. |
| ISBN: | 1417564245 9781417564248 1592784992 9781592784998 0080478956 9780080478951 |
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| 100 | 1 | |a Smith, Martine. |0 http://id.loc.gov/authorities/names/n2005180500 | |
| 245 | 1 | 0 | |a Literacy and augmentative and alternative communication / |c Martine Smith. |
| 260 | |a Amsterdam ; |a Boston : |b Elsevier, |c ©2005. | ||
| 300 | |a 1 online resource (1 volume) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Augmentative and alternative communication perspectives series | |
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and indexes. | ||
| 505 | 0 | |a Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- B. Quantitative Approaches -- IV. Assessment of Language-Related Skills -- A. Vocabulary Knowledge -- B. Comprehension of Syntax -- C. Pragmatic Knowledge -- D. Name Encoding and Name Retrieval -- V. Assessment of Metalinguistic Awareness -- A. Phonological Awareness -- B. Morphological Awareness -- VI. Assessment of Reading Skills -- A. Formal Measures of Reading -- B. Additional Materials Reported -- VII. Spelling and Writing Assessments -- A. Spelling and Writing Tasks -- VIII. Summary and Conclusions -- CHAPTER 7 Principles of Intervention -- I. Introduction -- II. Contexts for Consideration -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- III. General Principles -- A. Defining Good Intervention -- B. The Assessment Bias -- C. Contrasting Developmental and Functional Frameworks -- D. Considering Intrinsic and Extrinsic Factors -- IV. AAC Literacy and Print Literacy -- V.A Framework for Intervention: Participation -- VI. Approaches to Instruction -- VII. Specific Applications -- VIII. Summary and Conclusions -- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy -- Chapter 9 The Role of Technology -- Chapter 10. Planning the Way Forward. | |
| 520 | |a In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. | ||
| 650 | 0 | |a Communicative disorders |x Patients |x Education. | |
| 650 | 0 | |a Literacy |x Study and teaching. | |
| 650 | 0 | |a Communication devices for people with disabilities. |0 http://id.loc.gov/authorities/subjects/sh85029047 | |
| 650 | 0 | |a Disability evaluation. |0 http://id.loc.gov/authorities/subjects/sh85038283 | |
| 650 | 0 | |a Reading. |0 http://id.loc.gov/authorities/subjects/sh85111662 | |
| 650 | 1 | 2 | |a Communication Disorders |x rehabilitation |
| 650 | 2 | |a Reading |0 https://id.nlm.nih.gov/mesh/D011932 | |
| 650 | 2 | 2 | |a Communication Aids for Disabled |
| 650 | 2 | 2 | |a Disability Evaluation |
| 650 | 2 | 2 | |a Disabled Persons |x rehabilitation |
| 650 | 2 | 2 | |a Language Arts |
| 650 | 6 | |a Troubles de la communication |x Patients |x Éducation. | |
| 650 | 6 | |a Lecture. | |
| 650 | 6 | |a Appareils de communication pour personnes handicapées. | |
| 650 | 6 | |a Invalidité |x Évaluation. | |
| 650 | 7 | |a EDUCATION |x Special Education |x Communicative Disorders. |2 bisacsh | |
| 650 | 7 | |a Reading |2 fast | |
| 650 | 7 | |a Disability evaluation |2 fast | |
| 650 | 7 | |a Communication devices for people with disabilities |2 fast | |
| 650 | 7 | |a Literacy |x Study and teaching |2 fast | |
| 650 | 7 | |a Kommunikationsstörningar (medicin) |x patienter |x utbildning och undervisning. |2 sao | |
| 650 | 7 | |a Läs- och skrivkunnighet. |2 sao | |
| 758 | |i has work: |a Literacy and augmentative and alternative communication (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG33BMG3gcTDh7pYPJMMKb |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Smith, Martine. |t Literacy and augmentative and alternative communication. |d Amsterdam ; Boston : Elsevier, ©2005 |z 0126503591 |w (OCoLC)56912673 |
| 830 | 0 | |a Augmentative and alternative communication perspectives series. |0 http://id.loc.gov/authorities/names/n2003008684 | |
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Datensatz im Suchindex
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| contents | Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- B. Quantitative Approaches -- IV. Assessment of Language-Related Skills -- A. Vocabulary Knowledge -- B. Comprehension of Syntax -- C. Pragmatic Knowledge -- D. Name Encoding and Name Retrieval -- V. Assessment of Metalinguistic Awareness -- A. Phonological Awareness -- B. Morphological Awareness -- VI. Assessment of Reading Skills -- A. Formal Measures of Reading -- B. Additional Materials Reported -- VII. Spelling and Writing Assessments -- A. Spelling and Writing Tasks -- VIII. Summary and Conclusions -- CHAPTER 7 Principles of Intervention -- I. Introduction -- II. Contexts for Consideration -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- III. General Principles -- A. Defining Good Intervention -- B. The Assessment Bias -- C. Contrasting Developmental and Functional Frameworks -- D. Considering Intrinsic and Extrinsic Factors -- IV. AAC Literacy and Print Literacy -- V.A Framework for Intervention: Participation -- VI. Approaches to Instruction -- VII. Specific Applications -- VIII. Summary and Conclusions -- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy -- Chapter 9 The Role of Technology -- Chapter 10. Planning the Way Forward. |
| ctrlnum | (OCoLC)57229697 |
| dewey-full | 371.914246 |
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Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- B. Quantitative Approaches -- IV. 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| id | ZDB-4-EBA-ocm57229697 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:15:39Z |
| institution | BVB |
| isbn | 1417564245 9781417564248 1592784992 9781592784998 0080478956 9780080478951 |
| language | English |
| oclc_num | 57229697 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (1 volume) |
| psigel | ZDB-4-EBA |
| publishDate | 2005 |
| publishDateSearch | 2005 |
| publishDateSort | 2005 |
| publisher | Elsevier, |
| record_format | marc |
| series | Augmentative and alternative communication perspectives series. |
| series2 | Augmentative and alternative communication perspectives series |
| spelling | Smith, Martine. http://id.loc.gov/authorities/names/n2005180500 Literacy and augmentative and alternative communication / Martine Smith. Amsterdam ; Boston : Elsevier, ©2005. 1 online resource (1 volume) text txt rdacontent computer c rdamedia online resource cr rdacarrier Augmentative and alternative communication perspectives series Print version record. Includes bibliographical references and indexes. Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- B. Quantitative Approaches -- IV. Assessment of Language-Related Skills -- A. Vocabulary Knowledge -- B. Comprehension of Syntax -- C. Pragmatic Knowledge -- D. Name Encoding and Name Retrieval -- V. Assessment of Metalinguistic Awareness -- A. Phonological Awareness -- B. Morphological Awareness -- VI. Assessment of Reading Skills -- A. Formal Measures of Reading -- B. Additional Materials Reported -- VII. Spelling and Writing Assessments -- A. Spelling and Writing Tasks -- VIII. Summary and Conclusions -- CHAPTER 7 Principles of Intervention -- I. Introduction -- II. Contexts for Consideration -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- III. General Principles -- A. Defining Good Intervention -- B. The Assessment Bias -- C. Contrasting Developmental and Functional Frameworks -- D. Considering Intrinsic and Extrinsic Factors -- IV. AAC Literacy and Print Literacy -- V.A Framework for Intervention: Participation -- VI. Approaches to Instruction -- VII. Specific Applications -- VIII. Summary and Conclusions -- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy -- Chapter 9 The Role of Technology -- Chapter 10. Planning the Way Forward. In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. Communicative disorders Patients Education. Literacy Study and teaching. Communication devices for people with disabilities. http://id.loc.gov/authorities/subjects/sh85029047 Disability evaluation. http://id.loc.gov/authorities/subjects/sh85038283 Reading. http://id.loc.gov/authorities/subjects/sh85111662 Communication Disorders rehabilitation Reading https://id.nlm.nih.gov/mesh/D011932 Communication Aids for Disabled Disability Evaluation Disabled Persons rehabilitation Language Arts Troubles de la communication Patients Éducation. Lecture. Appareils de communication pour personnes handicapées. Invalidité Évaluation. EDUCATION Special Education Communicative Disorders. bisacsh Reading fast Disability evaluation fast Communication devices for people with disabilities fast Literacy Study and teaching fast Kommunikationsstörningar (medicin) patienter utbildning och undervisning. sao Läs- och skrivkunnighet. sao has work: Literacy and augmentative and alternative communication (Text) https://id.oclc.org/worldcat/entity/E39PCG33BMG3gcTDh7pYPJMMKb https://id.oclc.org/worldcat/ontology/hasWork Print version: Smith, Martine. Literacy and augmentative and alternative communication. Amsterdam ; Boston : Elsevier, ©2005 0126503591 (OCoLC)56912673 Augmentative and alternative communication perspectives series. http://id.loc.gov/authorities/names/n2003008684 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=123416 Volltext FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=222939 Volltext |
| spellingShingle | Smith, Martine Literacy and augmentative and alternative communication / Augmentative and alternative communication perspectives series. Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- B. Quantitative Approaches -- IV. Assessment of Language-Related Skills -- A. Vocabulary Knowledge -- B. Comprehension of Syntax -- C. Pragmatic Knowledge -- D. Name Encoding and Name Retrieval -- V. Assessment of Metalinguistic Awareness -- A. Phonological Awareness -- B. Morphological Awareness -- VI. Assessment of Reading Skills -- A. Formal Measures of Reading -- B. Additional Materials Reported -- VII. Spelling and Writing Assessments -- A. Spelling and Writing Tasks -- VIII. Summary and Conclusions -- CHAPTER 7 Principles of Intervention -- I. Introduction -- II. Contexts for Consideration -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- III. General Principles -- A. Defining Good Intervention -- B. The Assessment Bias -- C. Contrasting Developmental and Functional Frameworks -- D. Considering Intrinsic and Extrinsic Factors -- IV. AAC Literacy and Print Literacy -- V.A Framework for Intervention: Participation -- VI. Approaches to Instruction -- VII. Specific Applications -- VIII. Summary and Conclusions -- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy -- Chapter 9 The Role of Technology -- Chapter 10. Planning the Way Forward. Communicative disorders Patients Education. Literacy Study and teaching. Communication devices for people with disabilities. http://id.loc.gov/authorities/subjects/sh85029047 Disability evaluation. http://id.loc.gov/authorities/subjects/sh85038283 Reading. http://id.loc.gov/authorities/subjects/sh85111662 Communication Disorders rehabilitation Reading https://id.nlm.nih.gov/mesh/D011932 Communication Aids for Disabled Disability Evaluation Disabled Persons rehabilitation Language Arts Troubles de la communication Patients Éducation. Lecture. Appareils de communication pour personnes handicapées. Invalidité Évaluation. EDUCATION Special Education Communicative Disorders. bisacsh Reading fast Disability evaluation fast Communication devices for people with disabilities fast Literacy Study and teaching fast Kommunikationsstörningar (medicin) patienter utbildning och undervisning. sao Läs- och skrivkunnighet. sao |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85029047 http://id.loc.gov/authorities/subjects/sh85038283 http://id.loc.gov/authorities/subjects/sh85111662 https://id.nlm.nih.gov/mesh/D011932 |
| title | Literacy and augmentative and alternative communication / |
| title_auth | Literacy and augmentative and alternative communication / |
| title_exact_search | Literacy and augmentative and alternative communication / |
| title_full | Literacy and augmentative and alternative communication / Martine Smith. |
| title_fullStr | Literacy and augmentative and alternative communication / Martine Smith. |
| title_full_unstemmed | Literacy and augmentative and alternative communication / Martine Smith. |
| title_short | Literacy and augmentative and alternative communication / |
| title_sort | literacy and augmentative and alternative communication |
| topic | Communicative disorders Patients Education. Literacy Study and teaching. Communication devices for people with disabilities. http://id.loc.gov/authorities/subjects/sh85029047 Disability evaluation. http://id.loc.gov/authorities/subjects/sh85038283 Reading. http://id.loc.gov/authorities/subjects/sh85111662 Communication Disorders rehabilitation Reading https://id.nlm.nih.gov/mesh/D011932 Communication Aids for Disabled Disability Evaluation Disabled Persons rehabilitation Language Arts Troubles de la communication Patients Éducation. Lecture. Appareils de communication pour personnes handicapées. Invalidité Évaluation. EDUCATION Special Education Communicative Disorders. bisacsh Reading fast Disability evaluation fast Communication devices for people with disabilities fast Literacy Study and teaching fast Kommunikationsstörningar (medicin) patienter utbildning och undervisning. sao Läs- och skrivkunnighet. sao |
| topic_facet | Communicative disorders Patients Education. Literacy Study and teaching. Communication devices for people with disabilities. Disability evaluation. Reading. Communication Disorders rehabilitation Reading Communication Aids for Disabled Disability Evaluation Disabled Persons rehabilitation Language Arts Troubles de la communication Patients Éducation. Lecture. Appareils de communication pour personnes handicapées. Invalidité Évaluation. EDUCATION Special Education Communicative Disorders. Disability evaluation Communication devices for people with disabilities Literacy Study and teaching Kommunikationsstörningar (medicin) patienter utbildning och undervisning. Läs- och skrivkunnighet. |
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| work_keys_str_mv | AT smithmartine literacyandaugmentativeandalternativecommunication |