Using the senses
Pagliano, Paul (2005) Using the senses. In: Ashman, A., and Elkins, J., (eds.) Educating Children with Diverse Abilities. Pearson Education Australia, Frenchs Forest, NSW, Australia, pp. 319-360.
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You will sometimes hear people say, "You never appreciate something so much until it's gone," and that is exactly the way it is with the senses. Simulating a hearing or vision impairment by using earplugs or a blindfold will give you some appreciation of what it is like to be limited in the amount and form of information that you can receive. But unless you have to live with the disadvantage for a lengthy period, you may never understand just how many complications there could be in your life. As you work your way through this chapter, you will learn about: the senses end the vital role they play in learning; how we see and hear; how hearing and vision are assessed; about the four major categories of sense impairment: hard-of-hearing, deaf, low-vision and blind; how learning is supported through the use of an individual education program (lEP), and how collaboration forms the basis of all services for students with sense impairment; and how sense impairment impacts on student learning, how to modify materials and methods to ensure that a student with sense impairment can participate more fully in regular class activities.
|Item Type:||Book Chapter (Research - B1)|
|Keywords:||senses, special education, impairment|
|Date Deposited:||20 Oct 2006|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|