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Books on the topic 'Teachers with impairments'

Author: Grafiati

Published: 19 February 2023

Last updated: 28 July 2025

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1

Hagood, Linda. Communication: A resource guide for teachers of students with visual and multiple impairments. Texas School for the Blind and Visually Impaired, 1997.

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2

Ohio. Office for Exceptional Children, ed. Responsibilities of teachers working with students with hearing impairments in the regular classroom. Ohio Dept. of Education, Office for Exceptional Children, 2000.

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3

1955-, Holbrook M. Cay, ed. Learning media assessment of students with visual impairments: A resource guide for teachers. 2nd ed. Texas School for the Blind and Visually Impaired, 1995.

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4

1955-, Holbrook M. Cay, and Educational Resources Information Center (U.S.), eds. Project LMA (Learning Media Assessment of students with visual impairments): Facilitator's manual ; [and, participant workbooks]. Texas Tech University, 1998.

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5

Allman, Carol B. ECC essentials: Teaching the expanded core curriculum to students with visual impairments. AFB Press, American Foundation for the Blind, 2014.

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6

Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and t

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7

Brennan, Vickie. Suggestions for modifying the home and school environment: A handbook for parents and teachers of children with dual sensory impairments. Perkins School for the Blind, 1992.

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8

Brennan, Vickie. Suggestions for modifying the home and school environment: A handbook for parents and teachers of children with dual sensory impairments. Perkins School for the Blind, 1992.

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9

Franke, Lauren. Nurturing narratives: Story-based language intervention for children with language impairments that are complicated by other developmental disabilities such as autism spectrum disorders. AAPC Pub., 2011.

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10

Michael, Farrell. The effective teacher's guide to sensory impairment and physical disability: Practical strategies. Routledge, 2006.

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11

Koutantos, Dimitrios. The role of the peripatetic teacher in working with families of children with visual impairments. University of Birmingham, 1998.

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12

Mason, Heather. Guidelines for teachers and parents of young people with a visual impairment using low vision aids (LVAs). University of Birmingham, School of Education, 1998.

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13

Hagood, Linda. Better together: Building relationships with people who have visual impairment & autism spectrum disorder (or atypical social development). Texas School for the Blind and Visually Impaired, 2008.

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14

Dennis, Cokely, ed. American sign language: A teacher's resource text on grammar and culture. Clerc Books, 1999.

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15

Itinerant teaching: Tricks of the trade for teachers of students with visual impairments. 2nd ed. AFB Press, 2005.

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16

Holbrook, M. Cay, and Alan J. Koenig. Learning Media Assessment of Students With Visual Impairments: A Resource Guide for Teachers. Texas School for the Blind &, 1993.

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17

The effective teachers guide to moderate, severe and profound learning difficulties (cognitive impairments): Practical strategies. 2nd ed. Routledge, 2012.

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18

Promoting access for children with exceptionalities: Dual sensory impairments pilot project : project #H025A20039, final report. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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19

Döpfner, Manfred, and Saskia van der Oord. Cognitive–behavioural treatment in childhood and adolescence. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0036.

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Cognitive–behavioural treatment (CBT) in children and adolescents includes: (1) psychoeducation of the patient and their parents/teachers; (2) family-based psychosocial interventions, in particular behavioural parent training; (3) psychosocial interventions in school settings (e.g. classroom interventions and teacher training; academic interventions); (4) cognitive behaviour therapy of the child/adolescent (e.g. social skills training, organizational skills training). A multimodal psychosocial treatment approach, utilizing a combination of several of the CBT interventions, is described. ADHD a

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20

Farrell, Michael. The Effective Teacher's Guide to Sensory and Physical Impairments. Routledge, 2006. http://dx.doi.org/10.4324/9780203008089.

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21

Farrell, Michael. The Effective Teacher's Guide to Sensory and Physical Impairments. Routledge, 2010. http://dx.doi.org/10.4324/9780203834312.

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22

Farrell, Michael. Effective Teacher's Guide to Sensory and Physical Impairments: Sensory, Orthopaedic, Motor and Health Impairments, and Traumatic Brain Injury. Taylor & Francis Group, 2010.

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23

Farrell, Michael. Effective Teacher's Guide to Sensory and Physical Impairments: Sensory, Orthopaedic, Motor and Health Impairments, and Traumatic Brain Injury. Taylor & Francis Group, 2010.

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24

Farrell, Michael. Effective Teacher's Guide to Sensory and Physical Impairments: Sensory, Orthopaedic, Motor and Health Impairments, and Traumatic Brain Injury. Taylor & Francis Group, 2010.

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25

Farrell, Michael. Effective Teacher's Guide to Sensory and Physical Impairments: Sensory, Orthopaedic, Motor and Health Impairments, and Traumatic Brain Injury. Taylor & Francis Group, 2010.

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26

Farrell, Michael. Effective Teacher's Guide to Sensory and Physical Impairments: Sensory, Orthopaedic, Motor and Health Impairments, and Traumatic Brain Injury. Taylor & Francis Group, 2010.

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27

Effective Teacher's Guide to Sensory and Physical Impairments: Sensory, Orthopaedic, Motor and Health Impairments, and Traumatic Brain Injury. Routledge, 2010.

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28

Martin, Jeffrey J. Social Barriers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0032.

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People with disabilities often face social barriers to physical activity (PA). The purpose of this chapter is to survey research on the most common social groups who limit or prevent people with disabilities from being involved in sport and exercise. Many people with disabilities, especially those with severe disabilities, may need personal assistance to engage in PA, and a lack of personal assistance is often an obstacle to PA. Children with impairments report that not having someone to play with makes them disinclined to engage in PA. When parents are fearful of their children getting hurt i

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29

The effective teacher's guide to sensory and physical impairments: Sensory, orthopaedic, motor and health impairments, and traumatic brain injury. 2nd ed. Routledge, 2011.

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30

Farrell, Michael. The Effective Teacher's Guide to Moderate, Severe and Profound Learning Difficulties (Cognitive Impairments). Routledge, 2011. http://dx.doi.org/10.4324/9780203152836.

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31

Farrell, Michael. The Effective Teacher's Guide to Moderate, Severe and Profound Learning Difficulties (Cognitive Impairments). Routledge, 2006. http://dx.doi.org/10.4324/9780203008072.

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32

Lam, Alexandra Philomena, and Alexandra Philipsen. Behavioural therapy in adolescents and adults. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0037.

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Many different kinds of group or individual psychotherapeutic interventions, applied to the special needs of patients with ADHD, already exist (e.g. cognitive–behavioural therapy [CBT], coaching, problem-focused therapy, meta-cognitive training, mindfulness-based interventions, psychoeducation, and dialectical behaviour therapy [DBT]-based cognitive therapy). Most of these treatments are behaviourally orientated, and are predominantly modularly structured. CBT has been investigated most frequently and is regarded as the most effective psychological treatment option. The National Institute for

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33

The effective teacher's guide to sensory impairment and physical disability: Practical strategies. Routledge, 2006.

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34

Martin, Jeffrey J. Physical Education Students. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0039.

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Physical education (PE) is a potentially major site for delivering physical activity (PA) and sporting opportunities to children with disabilities. Most children with disabilities are officially enrolled in inclusive PE classes with mostly able-bodied children. The purpose of this chapter is to review the psychological-oriented research done in adapted PE that speaks to the PE experiences of children with disabilities. Children with disabilities have a wide range of experiences in PE. On the negative end are reports indicating that many children with disabilities are inactive and culled off to

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35

Abbé Sicard's deaf education: Empowering the mute, 1785-1820. Palgrave Macmillan, 2015.

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36

Kennedy, Emmet. Abbé Sicard's Deaf Education: Empowering the Mute, 1785-1820. Palgrave Macmillan, 2014.

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37

Sahlén, Birgitta, Kristina Hansson, Viveka Lyberg-Åhlander, and Jonas Brännström. Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0006.

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Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor list

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38

OSAT Blind/Visual Impairment Secrets Study Guide: CEOE Exam Review for the Certification Examinations for Oklahoma Educators / Oklahoma Subject Area Tests. Mometrix Media LLC, 2015.

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39

Mttc Cognitive Impairment Secrets Study Guide: Mttc Review and Practice Exam for the Michigan Test for Teacher Certification. Mometrix Media LLC, 2023.

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40

Cheptoo, Boit Ismael. Challenges Faced by Teachers in the Management of Learners with Hearing Impairment in Regular Schools in Marakwet East District, Kenya. Independently Published, 2019.

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41

BSc, Robin Frkovic MEd. Empowering Unique Learners for College Success. Edited by Andrew Stracuzzi. eCampusOntario Open Authoring Platform, 2022.

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42

Boudreau, J. Donald, Eric Cassell, and Abraham Fuks. Physicianship and the Rebirth of Medical Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.001.0001.

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This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients

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