Beyond Calendar Boxes: The Importance of Systematic Instruction of the van Dijk Approach for Learners Who are Deaf-Blind
2000; American Speech–Language–Hearing Association; Volume: 9; Issue: 4 Linguagem: Inglês
10.1044/aac9.4.4
ISSN1940-7483
Autores Tópico(s)Assistive Technology in Communication and Mobility
ResumoNo AccessPerspectives on Augmentative and Alternative CommunicationArticle1 Dec 2000Beyond Calendar Boxes: The Importance of Systematic Instruction of the van Dijk Approach for Learners Who are Deaf-Blind Stephanie Z. C. MacFarland Stephanie Z. C. MacFarland The University of ArizonaTucson, AZ Google Scholar More articles by this author https://doi.org/10.1044/aac9.4.4 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References ASHA. (1991). Report: Augmentative and alternative communication.Asha, 33 (Suppl. 5), 9–12. Google Scholar Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd ed.). Baltimore: Paul H. Brookes Publishing. Google Scholar Curtis, C., Madsen-Dunning, L., Meese, B. C., Westover, L., Yost, K., & Perotti, N. (1978). A prelanguage curriculum guide for the multi-handicapped. Colorado Springs, CO: Colorado School for the Deaf and Blind. Google Scholar Giangreco, M., Cloninger, C., & Iverson, V. (1993). COACH: Choosing options and accommodations for children. Baltimore: Paul H. Brookes Publishing. Google Scholar Jurgens, M. R. (1977). Confrontation between the young deaf-blind child and the outer world: How to make the world surveyable by organized structure. Amsterdam: Swets & Zeitlinger. Google Scholar MacFarland, S. Z. C. (1994). Teachers' understanding and implementation of van Dijk's learning theory for students who are deaf-blind (Doctoral dissertation, University of Arizona, 1993). Dissertations Abstracts International, 55-03A, 522. Google Scholar MacFarland, S. Z. C. (1995). Teaching strategies of the van Dijk curricular approach.Journal of Visual Impairment & Blindness, 89, 222–228. Google Scholar Siegel-Causey, E., & Guess, D. (1989). Enhancing nonsymbolic communication interactions among learners with severe disabilities. Baltimore, MD: Paul H. Brookes Publishing. Google Scholar Snell, M. E., & Brown, F. (2000). Instruction of students with severe disabilities (5th ed.). Upper Saddle, NJ: Prentice Hall, Inc. Google Scholar Stillman, R. D. (1992). Communication. In J. W. Reiman & P. A. Johnson (Eds.), Proceedings of the National Symposium on Children and Youth who are Deaf-blind (pp. 129–139). Monmouth, OR: Teaching Research. Google Scholar Stillman, R. D. & Battle, C. W. (1984). Developing prelanguage communication in the severely handicapped: An interpretation of the van Dijk method.Seminars in Speech and Language, 5, 159–170. Google Scholar Stremel, K., & Schutz, R. (1995). Functional communication in inclusive settings for students who are deaf-blind. In N .G. Haring & L. T. Romer (Eds.), Welcoming students who are deaf-blind into typical classrooms: Facilitating school participation, learning, and friendships (pp. 197–229). Baltimore: Paul H. Brookes Publishing. Google Scholar van Dijk, J. (1967). The non-verbal deaf-blind child and his world: His out-growth toward the world of symbols. Proceedings of the Jaarverslag Instituut voor Doven, , 1964––1967 (pp. 73–110). Sint Michielsgestel, The Netherlands: Instituut voor Doven. Google Scholar van Dijk, J. (1983). Rubella handicapped children: The effect of bilateral cataract and/or hearing impairment on behavior and learning. Lisse, The Netherlands: Swets & Zeitlinger. Google Scholar van Dijk, J. (1986). An educational curriculum for deaf-blind multi-handicapped persons. In D. Ellis (Ed.), Sensory impairments in mentally handicapped people (pp. 375–382). London: Croom-Helm. Google Scholar van Dijk, J. (2000, February). Responding to the needs of a person who is deaf-blind. Plenary speech given at the First Deaf-blind Conference: Asian Awakening, Ahmedabad, India. Google Scholar Writer, J. (1987). A movement-based approach to the education of students who are sensory impaired/multihandicapped. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments (pp. 191–223). Baltimore: Paul H. Brookes Publishing. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 9Issue 4December 2000Pages: 4-7 Get Permissions Add to your Mendeley library History Published in issue: Dec 1, 2000 Metrics Topicsasha-topicsasha-sigsasha-article-typesleader-topicsCopyright & Permissions© 2000 American Speech-Language-Hearing AssociationPDF downloadLoading ...
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