Intended for parents, teachers, speech-language pathologists, and others within the child's "communication environment," this booklet contains suggestions and illustrations for improving children's listening and speech skills. In addition, it presents basic information related to normal communication development, as well as information about…

Examines California's English-Language Arts Framework, a literacy policy for schoolchildren, focusing on its effects on deaf students and suggesting that it has problems. The article highlights the mismatch between stated policy and its implementation at the teacher training level, discussing literacy policy at the preservice level. (SM)

The paper describes specific techniques developed for utilizing tap dance and creative movement to facilitate speech, language, and auditory training in children with communication disorders. The integration of auditory training with speech and language activities is noted, as is the importance of incorporating movement, sound, rhythm, and…

The catalog lists special education materials identified by approximately 500 special educators (through the Teacher Initiated Materials Evaluation Process) as effective with handicapped and gifted children. The evaluation process is built on the premise that teachers in contact with handicapped children know the most effective materials.…

These guidelines outline procedures for the communication disorders specialist/speech-language pathologist employed in the Utah public schools. The guidelines are designed to ensure that all students with communication disorders, ages 3-21, will be provided with appropriate speech-language services in the public schools, that the criteria for…