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| Preface | |
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| Language, Speech, and Communication: An Overview | |
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| Communication | |
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| Components of Communication | |
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| Components of Nonverbal Communication | |
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| Language | |
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| Components of Verbal Communication | |
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| Speech | |
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| Articulation | |
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| Voice | |
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| Fluency | |
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| Changing Roles for Teachers | |
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| Federal Legislation | |
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| Evolving Roles of Teachers | |
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| Overview | |
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| Summary | |
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| References and Suggested Readings | |
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| The Speech Process: How It Works | |
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| The Central Nervous System | |
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| The Cranial Nerves | |
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| The Respiratory System | |
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| The Phonation Mechanism | |
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| The Phonatory System | |
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| The Resonation System | |
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| The Articulation System | |
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| Anatomical Structures of the Speech Mechanism | |
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| Summary | |
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| References and Suggested Readings | |
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| Early Communication Development | |
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| Theories of Language Development | |
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| Behavioral Theory | |
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| Psycholinguistic Theory | |
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| Cognitive/Interactionist Theory | |
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| Social Interactionists | |
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| Prelinguistic (Preverbal) Development | |
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| Communication of Newborns | |
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| Strategies to Encourage Prelinguistic Communication | |
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| Early Language Development | |
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| Development of Single Words | |
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| Developing Simple Sentences | |
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| Prerequisites to Language Acquisition for Young Children | |
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| Strategies to Facilitate the Development of Communication Skills | |
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| Facilitation Strategies Should Occur in the Natural Environment and Be Functional | |
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| Emergent Literacy | |
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| Summary | |
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| References and Suggested Readings | |
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| The Development of Language Skills in School-Age Children | |
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| The Components of Language | |
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| Form | |
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| Content | |
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| Use | |
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| Summary | |
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| References and Suggested Readings | |
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| The Culturally and Linguistically Diverse Exceptional Learner | |
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| Challenges of Demographic Change | |
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| State and Federal Laws | |
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| Bilingual Education Act of 1968 | |
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| Bilingual Education Act of 1976 | |
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| The Language Minority/Limited English Proficiency (LEP) Child | |
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| Effective Instructional Strategies: Common Attributes | |
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| Culture of Home and School | |
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| Intercultural/Intracultural Competence | |
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| Cultural Sensitivity and School Success | |
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| Communication Style and Culture | |
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| Effective Home and School Collaboration | |
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| Language Difference versus Language Disorder | |
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| Language Differences and the Issue of Standard English | |
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| Family and Community Involvement | |
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| Provision of Services and Individuals with Disabilities Education Act (IDEA) | |
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| The Preservice Educator and Cultural Responsiveness | |
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| Strategies for Instructing Diverse Populations: The Role of Teachers | |
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| Understanding One's Own Culture | |
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| Storytelling | |
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| Books | |
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| Helping the Culturally Diverse Student Become an Active Member in the Classroom | |
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| Acculturation | |
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| Strategies for Developing a Culturally Responsive Classroom | |
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| Summary | |
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| References and Suggested Readings | |
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| Teaching Language Skills to Students with Mild Disabilities | |
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| Students with Mental Retardation | |
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| Students with Learning Disabilities | |
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| Students with Serious Emotional Disturbances | |
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| Roles and Responsibilities of the Teacher | |
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| A Call to Action: Instructional Decision-Making | |
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| Language Instruction: Specific Considerations and Strategies | |
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| Specific Lessons and Ideas | |
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| Phonology | |
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| Morphology | |
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| Syntax | |
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| Semantics | |
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| Pragmatics | |
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| Summary | |
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| References and Suggested Readings | |
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| Problems of Phonology/Articulation: Identification and Remediation | |
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| Language Parameters | |
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| Phonology versus Articulation | |
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| The Phonological System | |
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| Phonology | |
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| Phonemes | |
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| Phonetics | |
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| Young Children and Phonological Awareness | |
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| Phonological Processing | |
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| Phonological Awareness | |
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| Principles of Phoneme Acquisition | |
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| The International Phonetic Alphabet (IPA) | |
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| Problems of Phonology | |
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| Classification of Phonological Errors | |
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| Factors Contributing to Phonological Problems | |
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| Chronic Behavior Disorders, Juvenile Delinquency, and Language | |
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| Mental Retardation and Language Delay | |
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| "At-Risk" or "High-Risk" Populations for Language Monitoring | |
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| Identifying Children with Language Problems | |
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| Assessing Oral Language | |
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| Strategies for Working with Youngsters Exhibiting Phonological or Articulation Problems | |
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| Summary | |
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| References and Suggested Readings | |
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| Problems of Voice and Fluency: Identification and Remediation | |
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| Disorders of Voice | |
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| Phonation and the Larynx | |
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| Vocal Problems in Adult Populations | |
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| Conditions of the Vocal Folds | |
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| Voice Disorders in School-Age Children | |
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| Problems of Pitch | |
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| Problems of Intensity (Loudness) | |
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| Problems of Quality | |
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| Vocal Hygiene and the Classroom Teacher | |
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| Summary | |
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| Problems of Fluency | |
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| Components of Speech Flow | |
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| Descriptions of Stuttering | |
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| Normal Dysfluency and Stuttering | |
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| Perspectives on Stuttering | |
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| Prevalence | |
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| Research Related to Stuttering | |
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| Stuttering and Family Intervention | |
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| Description of Cluttering | |
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| Therapy | |
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| Disorders of Fluency: Helpful Hints for Prevention/Remediation | |
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| Stuttering at a Glance: Things Teachers Should Know | |
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| Summary | |
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| References and Suggested Readings | |
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| Problems of Hearing: Identification and Remediation | |
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| The Hearing Mechanism | |
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| The Ear and Related Structures | |
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| Description of the Hearing Process | |
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| Dimensions of Hearing | |
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| Nature/Types of Hearing Loss | |
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| Hearing Impairments Defined | |
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| Causes | |
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| Language Development and Hearing Loss | |
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| Unilateral versus Bilateral Hearing Loss | |
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| Educational Approaches | |
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| Habilitation versus Rehabilitation | |
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| Educational Implications for Youngsters with Hearing Impairments | |
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| Habilitation | |
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| Rehabilitation Programs | |
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| Early Identification and Behavioral Indications of a Possible Hearing Loss | |
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| Assessing Individuals with a Hearing Loss | |
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| Hearing Assessments in Students | |
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| Members of the Hearing Profession Team | |
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| Americans with Disabilities Act (ADA) and Individuals with Hearing Impairments | |
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| Use of Interpreters in the Educational Setting | |
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| Parents of Children with Hearing Impairments | |
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| Technology and the Child with a Hearing Impairment | |
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| The Hard-of-Hearing Child in the Classroom | |
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| Strategies for Success | |
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| Working with Students with Hearing Losses | |
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| Summary | |
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| References and Suggested Readings | |
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| Special Populations | |
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| Syndromes and Communication Problems | |
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| Cerebral Palsy | |
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| Aphasia | |
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| Down Syndrome | |
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| Prader-Willi Syndrome | |
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| Hunter's Syndrome | |
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| Cleft Lip and Palate | |
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| Tourette Syndrome | |
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| Failure to Thrive | |
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| Prenatal Alcohol Exposure (PAS)/Fetal Alcohol Syndrome | |
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| Autism | |
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| Summary | |
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| References and Suggested Readings | |
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| Augmentative/Alternative Communication and Assistive Technology | |
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| Mandates for Assistive Technology | |
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| ASHA and Assistive Technology | |
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| Communication Barriers Encountered by Students | |
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| Candidates for Assistive Technology | |
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| Collecting Information from Parents | |
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| Categories of Assistive Technology | |
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| Augmentative and Alternative Communication | |
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| Facilitated Communication | |
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| Technological Applications | |
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| Writing Systems | |
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| Peripherals | |
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| Assistive Technology and Students with Visual Impairments | |
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| Positioning and the Use of Augmentative and Alternative Communication Systems | |
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| Funding Options | |
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| What a Teacher Needs to Know about Assistive Technology | |
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| Summary | |
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| Vendors, Journals, and Resource Centers | |
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| References and Suggested Readings | |
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| Collaboration: The Role of the Speech-Language Pathologist and the Special Educator in the Inclusive Process | |
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| Speech-Language Pathology: The Profession | |
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| The American Speech-Language-Hearing Association | |
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| AHSA's Code of Ethics | |
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| Special Education: The Profession from a Historical Perspective | |
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| Council for Exceptional Children: The Profession | |
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| Collaboration Defined | |
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| Parameters of Collaboration: Opportunities | |
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| Parameters of Collaboration: Challenges | |
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| Service Delivery Models for Speech-Language Pathologists and Special Educators | |
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| Emerging Models | |
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| Positive Outcomes | |
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| Models for Delivery of Services in Special Education | |
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| Emerging Models | |
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| The Role of Parents in the Collaborative Process | |
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| Collaboration and Collegiality | |
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| Important Readings on Collaboration | |
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| Summary | |
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| References and Suggested Readings | |
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| Glossary | |
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| Author Index | |
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| Subject Index | |