School 258

Live Video Chats Suit Toddler Language-Learning

Toddlers may learn spoken language faster via video which is interactive, such as Skype or video-conferencing, according to research from Temple University and the respective Universities of Delaware and Washington. Toddlers learn language faster via interactive video Notably, the toddlers in this research learned new words only during live video chats (back/forth conversation), and not

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Listening And Speaking: A Refocus For Teachers

Teacher-training to work with children who have hearing issues is altering in the US with new demand for teachers who can teach listening-and-spoken language (LSL) when working with children who wear hearing devices. Read: PACS gets USD 1.18mn from US Department of Education Specifically, the US Department of Education is funding the training of 40 teachers in LSL and

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Student Fights Four Years For Classroom Captions

For four years, Delanie Harrington, a student at California’s Poway High School, has sought classroom captions – and her family continues the fight, to ensure future students access these captions and ‘live’ classroom notes. Read: Poway High School student fights for education Harrington’s story is very typical of families who actively break ground in education systems,

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Newborn Hearing Tests And AVT Give A Solid Start

Newborn hearing testing in the UK means Lacey Bradley now sings and plays guitar in a music club. She first got hearing-aids at two weeks old, before her bilateral cochlear implants at age three and four, respectively. Newborn Hearing Tests Give A Solid Start Read: Lacey’s progress a sound reason for baby testing Outcomes are

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Notes From Zambia On Inclusive Education

One year ago, IDK mentioned South Africa’s Eduplex school, a solid model for inclusive education at home and oveseas. Recently, a new critique on inclusive education was published by the development advisor for the Centre for Disability Development Research, Law and Policy, Johannesburg. Read: Zambia: Inclusive Education For Deaf Children A very pertinent paragraph to

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“Don’t Limit Me!” Megan Bomgaars Tells Teachers

Educators must have high expectations for differently-abled students in a regular classroom, and not assume that constant help is needed – this video will smash perceptions as school terms resume after the summer break. Don’t Limit Me! – Megan Bomgaars Notably, Megan emphasises life-skills and workplace skills as essential take-aways from a school education, together with

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Why Over-Parented Students Irritate Teachers

Over-parenting, or the “misguided attempt to improve [a] child’s current and future personal and academic success”, is a risk for all parents, and not just parents of children with extra needs. Here’s a teacher’s view on the issue: Read: Why Parents Need To Let Their Children Fail We all know parents who won’t let go

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School Acoustics – By An Educational Audiologist

With children under 13 years of age most challenged by ambient classroom noise, school acoustics are vital to childrens’ learning in their formative primary or elementary schooling years, says audiologist Jane Madell. Read: How Classroom Acoustics Impact Learning Crucially, Madell notes a major change in deaf education: Maybe only 15 years ago, many children with

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Learned Helplessness: When Less Support Is More

School supports and resource-teaching allocations raise the question of how much support a child actually needs in a classroom, or in a school. Has anyone asked if certain children need help, and if so – when exactly, just how much help, and at what stage of schooling? The Sound Advice team knows of SNA requests for

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Early Implants Best For Baby’s Language Progress

In the US, two to three children in every 1000 births is born profoundly deaf, 90% of these babies into hearing families. The average age for a baby to receive a cochlear implant is falling, with research showing babies of 6 to 9 months to benefit more from the technology, than even at 12 months,

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