scholarly journals Supporting development of letter and word learning for severely handicapped children using gaze

2019 ◽  
Vol 83 (0) ◽  
pp. 2A-023-2A-023
Author(s):  
Tatumi Fukuda ◽  
Yusei Satou ◽  
Rina Hatayama ◽  
Makoto Yamaji ◽  
Hiroshi Yoshida
Keyword(s):  
Word Learning ◽  
Handicapped Children ◽  
Severely Handicapped

Data Dilemma: Response and Measurement Units for Teachers of the Severely Handicapped

AAESPH Review ◽  
1976 ◽  
Vol 1 (5) ◽  
pp. 13-31 ◽  
Author(s):  
Kathleen Liberty
Keyword(s):  
Data Collection ◽  
Learning Stage ◽  
Handicapped Children ◽  
School Population ◽  
Data Collection And Analysis ◽  
Severely Handicapped ◽  
Measurement Units ◽  
Special Children ◽  
Specific Learning

Systems for data collection and analysis have been developed to help teachers systematically specialize and individualize their instruction for special children. The appearance of severely and profoundly handicapped children as regular members of the school population has led to questions concerning the applicability of traditional response and measurement units to this population. A review of units used by researchers with the severely handicapped was conducted. A discussion of the applicability of the various response units (e.g., percent) in reference to the desired effects of instruction or intervention and in regard to the specific learning stage are discussed. The author concludes that a careful application of traditional units with some reservations may prove effective for teachers of the severely handicapped.

Planning Buildings for Handicapped Children, by Ivan Nellist, A.R.I.B.A. Springfield, Illinois: Charles C Thomas, 1970, 120 pp., $12.75

PEDIATRICS ◽  
1972 ◽  
Vol 49 (2) ◽  
pp. 323-323
Author(s):  
Ronald C. Mackeith
Keyword(s):  
Specific Reference ◽  
Older Children ◽  
Mentally Handicapped ◽  
Handicapped Children ◽  
Severely Handicapped ◽  
Deep Thought

The author is a British architect who clearly feels for handicapped children and has given deep thought to his subject. The book deals primarily with mentally handicapped children with a brief chapter on the additional problems of those who also have physical handicaps. In general he describes what is necessary for older children including those in wheelchairs, with little very specific reference to those who, because they are younger or more severely handicapped, are not at all mobile. The parts on play areas, observation and recording facilities will be particularly valuable.

Wheelchair Insert for Severely Handicapped Children

1978 ◽  
Vol 58 (7) ◽  
pp. 879-880 ◽  
Author(s):  
Laird D. Wisely ◽  
Raymond L. Coss ◽  
Earl Kniffen
Keyword(s):  
Handicapped Children ◽  
Severely Handicapped

scholarly journals Assessing Severely Handicapped Children

1977 ◽  
Vol 9 (7) ◽  
Author(s):  
Rebecca F. DuBose ◽  
Mary Beth Langley ◽  
Vaughan Stagg
Keyword(s):  
Handicapped Children ◽  
Severely Handicapped

scholarly journals Serum content of zinc and vitamin C in severely handicapped children.

1989 ◽  
Vol 158 (4) ◽  
pp. 301-307
Author(s):  
YASUJI INAMO ◽  
MAMORU AYUSAWA ◽  
TSUNEHISA YAMASHITA ◽  
TOMOAKI SASAKI ◽  
SHIGEO TAKEUCHI ◽  
...  
Keyword(s):  
Vitamin C ◽  
Handicapped Children ◽  
Severely Handicapped

The Effectiveness of School-Based Computer Language Intervention With Severely Handicapped Children

1992 ◽  
Vol 23 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Teris K. Schery ◽  
Lisa C. O’Connor
Keyword(s):  
Communication Disorders ◽  
Computer Language ◽  
Handicapped Children ◽  
School Based ◽  
Severely Handicapped ◽  
Criterion Referenced ◽  
Language Measures ◽  
Teachers And Parents ◽  
Microprocessor Technology ◽  
Social Interaction Skills

Fifty-two severely handicapped children were trained on communication skills using microprocessor technology. A graduate student in Communication Disorders provided interactive supervision during the training. One-way analyses of covariance indicated positive effect for the additional computer language training when compared to regular classroom training alone. Effects were strongest on a direct criterion-referenced measure of the vocabulary taught. A cluster of more general language measures taken by the researchers, classroom teachers, and parents also indicated benefit to the computer enhancement condition. Additionally, the effect of this training was discernible on teacher and parent measures of social interaction skills.

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