Youngsters with Moderate or Severe Mental Retardation and Severe Spoken Language Impairments I

1989 ◽  
Vol 54 (3) ◽  
pp. 366-373 ◽  
Author(s):  
Mary Ann Romski ◽  
Rose A. Sevcik ◽  
Rebecca Reumann ◽  
James L. Pate
Keyword(s):  
Mental Retardation ◽  
Spoken Language ◽  
Language Impairments ◽  
Severe Mental Retardation ◽  
Communicative Behaviors ◽  
Coding Scheme ◽  
Communicative Patterns ◽  
Home And School ◽  
At Home

This study characterizes the communicative patterns of youngsters with moderate or severe mental retardation and severe spoken language impairments who are not independent speakers with conversational partners at home and at school. Nine subjects were observed during six 1-hr mealtime sampling periods in both settings for a total of 12 hr. Live continuous observations were made, employing a coding scheme designed to record occurrences of the subjects' communicative behaviors. Findings are discussed with respect to the modes and functions of the youngsters' communications with home and school conversational partners.

Symbol Vocabulary and the Focus of Conversations

1992 ◽  
Vol 35 (6) ◽  
pp. 1333-1343 ◽  
Author(s):  
Lauren B. Adamson ◽  
Mary Ann Romski ◽  
Kim Deffebach ◽  
Rose A. Sevcik
Keyword(s):  
Mental Retardation ◽  
Language Use ◽  
Language Disability ◽  
Spoken Language ◽  
Language Intervention ◽  
Intervention Programs ◽  
Severe Mental Retardation ◽  
Early Language ◽  
Speech Output ◽  
Communication Devices

Communication devices designed to augment the language development of individuals with severe cognitive disabilities and little or no functional speech typically contain primarily nouns because they seem easiest to acquire and evaluate. In this study, the effect of a more diverse vocabulary was assessed. Systematic observations of the use of computerized speech-output devices by 12 youth with moderate or severe mental retardation and severe spoken language disability and by their partners were made over a 2-year period. Social-regulative symbols (e.g., "please," "I’m finished") were used as soon as they were introduced, and their availability expanded the focus of conversations both at home and at school. Implications for conceptualizing variation in early language use and for the design of language intervention programs are discussed.

scholarly journals Exploring the Role of Family and School as Spaces for 1.5 Generation South Korean’s Adjustment and Identity Negotiation in New Zealand: A Qualitative Study

2020 ◽  
Vol 17 (12) ◽  
pp. 4408
Author(s):  
Su Yeon Roh ◽  
Ik Young Chang
Keyword(s):  
New Zealand ◽  
Identity Negotiation ◽  
Identity Status ◽  
Traditional Values ◽  
The South ◽  
1.5 Generation ◽  
South Korean ◽  
The Family ◽  
Home And School ◽  
At Home

To date, the majority of research on migrant identity negotiation and adjustment has primarily focused on adults. However, identity- and adjustment-related issues linked with global migration are not only related to those who have recently arrived, but are also relevant for their subsequent descendants. Consequently, there is increasing recognition by that as a particular group, the “1.5 generation” who were born in their home country but came to new countries in early childhood and were educated there. This research, therefore, investigates 1.5 generation South Koreans’ adjustment and identity status in New Zealand. More specifically, this study explores two vital social spaces—family and school—which play a pivotal role in modulating 1.5 generation’s identity and adjustment in New Zealand. Drawing upon in-depth interviewing with twenty-five 1.5 generation Korean-New Zealanders, this paper reveals that there are two different experiences at home and school; (1) the family is argued to serve as a key space where the South Korean 1.5 generation confirms and retains their ethnic identity through experiences and embodiments of South Korean traditional values, but (2) school is almost the only space where the South Korean 1.5 generation in New Zealand can acquire the cultural tools of mainstream society through interaction with English speaking local peers and adults. Within this space, the South Korean 1.5 generation experiences the transformation of an ethnic sense of identity which is strongly constructed at home via the family. Overall, the paper discusses that 1.5 generation South Koreans experience a complex and contradictory process in negotiating their identity and adjusting into New Zealand through different involvement at home and school.

Partial trisomy 4q and monosomy 9p in a girl with severe mental retardation, multiple anomalies and congenital hypoglycaemia

2007 ◽  
Vol 82 (3) ◽  
pp. 239-241
Author(s):  
Anna Lauda-Świeciak ◽  
Olga Haus ◽  
Danuta Kurylak ◽  
Ewa Duszeńko ◽  
Krystyna Soszyńska
Keyword(s):  
Mental Retardation ◽  
Partial Trisomy ◽  
Severe Mental Retardation

scholarly journals Young Children with Orthopedic Handicaps: Self-Knowledge about Their Disability

1988 ◽  
Vol 55 (3) ◽  
pp. 249-252 ◽  
Author(s):  
Nancy Lee Dunn ◽  
Kathleen W. McCartan ◽  
Robert W. Fuqua
Keyword(s):  
Young Children ◽  
Teacher Interviews ◽  
Self Knowledge ◽  
Home And School ◽  
At Home

Thirty children, age 36 to 83 months, were interviewed to ascertain the extent of their awareness of their orthopedic disability. Parent and teacher interviews were conducted to determine types and frequencies of discussions about the child's disability. Results supported previous findings that age of the child was significantly correlated with a child's awareness of differences and disability. However, additional findings indicated that occurrence of discussions on disabilities at home, but not at school, was significantly correlated with awareness. Implications of the findings for home and school discussions are discussed.

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