Digitally Mapping Space and Time in History General Education Surveys:

Author(s):  
JULIA M. GOSSARD
2021 ◽  
pp. 37-55
Author(s):  
Adam Melvin ◽  
Brian Bridges
Keyword(s):  

Author(s):  
Eve Danziger

I will apply the distinctions of a four-part spatial frame of reference typology (Danziger 2010) to the language of temporal sequence, arguing that the two intersecting conceptual dichotomies which make up the four cells of the spatial typology have precise analogies in the literature which discusses the language of time. This means that the two-by-two matrix of the four-part spatial typology can also be used to delineate four types of temporal reference, which in turn should have logical and cognitive properties that parallel the four types of spatial reference. I’ll look at an example of the gestures that accompany speech in a Mayan language, literally to see that the proposed analogies hold. I’ll conclude that in the relational analogy between space and other domains, space itself does not emerge as primary or basic relative to the others. Instead it is the social-subjective situation of speech which plays this pivotal role.


2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.


2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.


2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.


2020 ◽  
Author(s):  
Marco Patriarca ◽  
Els Heinsalu ◽  
Jean Leó Leonard
Keyword(s):  

Author(s):  
Alain Connes ◽  
Michael Heller ◽  
Roger Penrose ◽  
John Polkinghorne ◽  
Andrew Taylor
Keyword(s):  

1979 ◽  
Vol 24 (10) ◽  
pp. 824-824 ◽  
Author(s):  
DONALD B. LINDSLEY
Keyword(s):  

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