Presses universitaires de Louvain onixsuitesupport@onixsuite.com 20260310 eng

COM.ONIXSUITE.9782390613886 03 01 Presses universitaires de Louvain 01 SKU 105984 02 2390613888 03 9782390613886 15 9782390613886 10 BC 00 01 GCOI 29303100848030 1 B15 Anne Bragard Bragard, Anne Anne Bragard 2 B06 Marcel Crochet Crochet, Marcel Marcel Crochet <p> Marcel Crochet est membre associé de l'Académie royale des sciences de Belgique. Il fut doyen de la Faculté des sciences appliquées de 1994 à 1995 et recteur de l’UCL de 1995 à 2004.</p> 01 eng 188 00 188 03 PSY000000 JNS 29 2012 3138 Psychologie du développement 10 PSY004000 10 PSY012000 24 INTERNET Psychologie et éducation 24 INTERNET Education et pédagogie 29 juillet 2013 3144 Psychologie de l'apprentissage 01 06 01 <p>With the contribution of Marie-Christine Biard, Anne Bragard, Guy Dassy, Fabienne Denis, Jérôme Duquesne, Anne-Marie Feron, Anne-Lise Hiel, Viviane Leflere, Anne Mahy, Fina Moral, Anne Pessendorffer et Nathalie Watelet</p> <p>This book, written by professionals from the Royal Institute for the Deaf and Blind (IRSA), specialized in schooling, (re)education and support for hearingimpaired children and teenagers, aims to provide a "toolbox" offering the basics for taking your first steps with a deaf person. Theoretical and practical elements are covered in order to help the professionals who work with these people in everyday life, whether in terms of education, rehabilitation or schooling. The idea is to raise readers' awareness of the medical, language, psychological, cultural and educational aspects of deafness, so that they can better understand deaf children.</p> 03 <p>With the contribution of Marie-Christine Biard, Anne Bragard, Guy Dassy, Fabienne Denis, Jérôme Duquesne, Anne-Marie Feron, Anne-Lise Hiel, Viviane Leflere, Anne Mahy, Fina Moral, Anne Pessendorffer et Nathalie Watelet</p> <p>This book, written by professionals from the Royal Institute for the Deaf and Blind (IRSA), specialized in schooling, (re)education and support for hearingimpaired children and teenagers, aims to provide a "toolbox" offering the basics for taking your first steps with a deaf person. Theoretical and practical elements are covered in order to help the professionals who work with these people in everyday life, whether in terms of education, rehabilitation or schooling. The idea is to raise readers' awareness of the medical, language, psychological, cultural and educational aspects of deafness, so that they can better understand deaf children.</p> 02 This book aims to provide a "toolbox" offering the basics for taking your first steps with a deaf person. The idea is to raise readers' awareness of the medical, language, psychological, cultural and educational aspects of deafness, so that they can better understand deaf children. 01 <p>With the contribution of Marie-Christine Biard, Anne Bragard, Guy Dassy, Fabienne Denis, Jérôme Duquesne, Anne-Marie Feron, Anne-Lise Hiel, Viviane Leflere, Anne Mahy, Fina Moral, Anne Pessendorffer et Nathalie Watelet</p> <p>This book, written by professionals from the Royal Institute for the Deaf and Blind (IRSA), specialized in schooling, (re)education and support for hearingimpaired children and teenagers, aims to provide a "toolbox" offering the basics for taking your first steps with a deaf person. Theoretical and practical elements are covered in order to help the professionals who work with these people in everyday life, whether in terms of education, rehabilitation or schooling. The idea is to raise readers' awareness of the medical, language, psychological, cultural and educational aspects of deafness, so that they can better understand deaf children.</p> 03 <p>With the contribution of Marie-Christine Biard, Anne Bragard, Guy Dassy, Fabienne Denis, Jérôme Duquesne, Anne-Marie Feron, Anne-Lise Hiel, Viviane Leflere, Anne Mahy, Fina Moral, Anne Pessendorffer et Nathalie Watelet</p> <p>This book, written by professionals from the Royal Institute for the Deaf and Blind (IRSA), specialized in schooling, (re)education and support for hearingimpaired children and teenagers, aims to provide a "toolbox" offering the basics for taking your first steps with a deaf person. Theoretical and practical elements are covered in order to help the professionals who work with these people in everyday life, whether in terms of education, rehabilitation or schooling. The idea is to raise readers' awareness of the medical, language, psychological, cultural and educational aspects of deafness, so that they can better understand deaf children.</p> 02 This book aims to provide a "toolbox" offering the basics for taking your first steps with a deaf person. The idea is to raise readers' awareness of the medical, language, psychological, cultural and educational aspects of deafness, so that they can better understand deaf children. 04 <p>GENERAL INFORMATION............................................................. 11<br /> A few historical landmarks .......................................................................... 12<br /> Some terminology ........................................................................................ 13<br /> 1. HEARING IMPAIRMENT FROM A MEDICAL POINT OF VIEW.......... 15<br /> Introduction.................................................................................................. 15<br /> 1. What is hearing loss?............................................................................... 16<br /> 1.1. What is a sound? ..................................................................................... 16<br /> 1.2. Anatomy of the ear and how hearing works ............................................ 16<br /> 1.3. How is hearing measured?...................................................................... 20<br /> 1.4. Definition of hearing loss ........................................................................ 24<br /> 1.5. Warning signs of deafness ....................................................................... 28<br /> 2. The management of deafness .................................................................. 30<br /> 2.1. Medical care............................................................................................ 30<br /> 2.2. Multidisciplinary management ................................................................ 30<br /> 3. Hearing aids and other technological supports........................................ 31<br /> 3.1. Conventional amplifying hearing aids .................................................... 33<br /> 3.2. The bone conduction hearing aid ............................................................ 35<br /> 3.3. Cochlear implants ................................................................................... 36<br /> 3.4. Other technological aids ......................................................................... 37<br /> Conclusion ................................................................................................... 38<br /> 2. DEVELOPMENT OF COMMUNICATION AND LANGUAGE............... 41<br /> Introduction.................................................................................................. 41<br /> 1. Communication, a prerequisite for language .......................................... 41<br /> 1.1. Eye contact and joint attention................................................................ 42<br /> 186 Fi rs t s teps wi th a hear ing - impai red chi ld<br /> 1.2. Pointing and linguistic labelling ............................................................. 44<br /> 1.3. Motor or verbal imitation........................................................................ 44<br /> 1.4. Speaking turns ......................................................................................... 45<br /> 2. The development of a language............................................................... 46<br /> 2.1. Developing sign language ....................................................................... 47<br /> 2.2. Developing an oral/spoken language...................................................... 51<br /> 2.3. Oral language development aids............................................................. 54<br /> Conclusion ................................................................................................... 69<br /> 3. PSYCHOLOGICAL DEVELOPMENT OF THE DEAF CHILD ............. 71<br /> Introduction.................................................................................................. 71<br /> 1. The psychomotor development of the deaf child .................................... 72<br /> 2. Intellectual development and cognitive functions................................... 78<br /> 3. Emotional development........................................................................... 82<br /> 3.1. Attachement ............................................................................................. 82<br /> 3.2. Identity or self-concept ............................................................................ 85<br /> 3.3. Emotions .................................................................................................. 89<br /> 4. Social development ................................................................................. 92<br /> Conclusion ................................................................................................... 96<br /> 4. DEAF CULTURE ................................................................. 99<br /> Introduction.................................................................................................. 99<br /> 1. Definition of Deaf Culture .................................................................... 100<br /> 2. Sign language ........................................................................................ 101<br /> 2.1. What is sign language? ......................................................................... 101<br /> 2.2. The learning and transmission of sign language................................... 107<br /> 3. Evolution of Deaf Culture ..................................................................... 108<br /> 3.1. A little history for better understanding ................................................ 108<br /> 3.2. The Deafhood notion ............................................................................. 109<br /> Table of contents 187<br /> 3.3. The Deafgain notion.............................................................................. 111<br /> 4. Art as a symbol of Deaf culture............................................................. 112<br /> 5. Living Habits of Deaf People................................................................ 113<br /> 6. For better inclusion of the deaf person .................................................. 114<br /> 6.1. The importance of visuals and hands to help communicate with deaf<br /> people ............................................................................................................ 115<br /> 6.2. Organization of the environment........................................................... 118<br /> Conclusion ................................................................................................. 121<br /> 5. SCHOOL LEARNING FOR THE DEAF CHILD ............................. 123<br /> Introduction................................................................................................ 123<br /> 1. Schooling for deaf children ................................................................... 123<br /> 1.1. Different schooling systems ................................................................... 123<br /> 1.2. Reasonable accommodations for the deaf child .................................... 126<br /> 1.3. Learning materials ................................................................................ 135<br /> 2. Reading and writing in the deaf child ................................................... 139<br /> 2.1. Theoretical introduction........................................................................ 140<br /> 2.2. Ways to help deaf children develop their reading skills........................ 147<br /> 2.3. What about writing?.............................................................................. 156<br /> 3. Mathematics for the deaf child.............................................................. 157<br /> 3.1. How to explain the difficulties?............................................................. 157<br /> 3.2. Ways to help .......................................................................................... 160<br /> 3.3. Visual support........................................................................................ 163<br /> Conclusion ................................................................................................. 165</p> 43 La collection « Sensorialités » a pour objectif de rendre accessibles les résultats de la recherche sur les déficiences sensorielles, auditives ou visuelles. Elle s'adresse tant aux théoriciens qu'aux praticiens. 44 <p>La collection « Sensorialités » a pour objectif de rendreaccessibles les résultats de la recherche sur les déficiencessensorielles, auditives ou visuelles. Elle s'adresse tant auxthéoriciens qu'aux praticiens, auxquels elle propose unesynthèse des outils et des réflexions en la matière, à l’échellede la Francophonie.<br /> Elle s’appuie notamment sur les travaux de la Chaire UCL-IRSAen déficiences sensorielles et troubles de l’apprentissage,via la Fondation Louvain.<br /> Directeurs de la collection :<br /> Mariane Frenay, UCL, et Réginald Beyaert, IRSA</p> 99 BE 06 03 01 https://pul.uclouvain.be/resources/titles/29303100848030/images/6d1e481bdcf159961818823e652a7725/HIGHQ/9782390613886.jpg 20231205 07 03 01 https://pul.uclouvain.be/resources/titles/29303100848030/images/6d1e481bdcf159961818823e652a7725/THUMBNAIL/9782390613886.jpg 20231205 02 https://pul.uclouvain.be/book/?GCOI=29303100848030 06 3052405007518 Presses universitaires de Louvain 01 06 3052405007518 Presses universitaires de Louvain Louvain-la-Neuve BE 04 20231205 430 2023 01 WORLD 01 9.45 in 02 6.69 in 08 11.53 oz 01 24 cm 02 17 cm 08 327 gr 06 3012405004818 CIACO - DUC 03 WORLD FR 01 2 20 1 02 00 02 02 STD 02 34.00 EUR BE S 21.00 28.10 5.90 06 3019000200508 Librairie Wallonie-Bruxelles 33 www.librairiewb.com/ http://www.librairiewb.com/ 02 FR 01 2 20 1 04 00 02 02 STD 02 34.00 EUR R 5.50 32.23 1.77