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Peer reviewedHowarth, Lisa M.; Conti-Ramsden, Gina – European Journal of Special Needs Education, 1987
Six language-impaired children, aged 4-7, were studied in two routinized contexts (a lesson without music and a singing session) and child-teacher talk was analyzed. Results showed that the addition of music to a routinized context has the potential to increase the language-impaired child's ability to interact non-verbally. (Author/JDD)
Descriptors: Communication Disorders, Early Childhood Education, Interpersonal Communication, Intervention
Peer reviewedBrinton, Bonnie; And Others – Journal of Speech and Hearing Disorders, 1988
This study compared the conversational repair strategies employed by eight language-impaired children, aged 7-11, and their linguistically normal age- and language-matched peers. All of the subjects appeared to recognize the obligatory nature of the neutral clarification requests employed, though performance differences were noted relating to…
Descriptors: Communication Disorders, Communication Skills, Comparative Analysis, Discourse Analysis
Miller, Nancy B.; Sammons, Catherine C. – 1999
Featuring awareness activities that show how differences are perceived, this book explores how reactions to and beliefs about disabilities influence progress toward an inclusive society. Chapters address: (1) how and why we react to differences; (2) the limitations and challenges of disabilities and perspectives on disability; (3) understanding…
Descriptors: Adults, Attitudes toward Disabilities, Children, Communication Disorders
