INSTRUCTOR FILES
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Suggested Instructional Sequence |
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List of Resources for Instructors |
SESSION FILES
Title Pages
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Session Content
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List of Recommended Readings |
Study Questions
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Answers to Study Questions |
Study Questions |
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A. Bus et al. |
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B. Koppenhaver et al. |
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C. Rosenkoetter & Knapp-Philo |
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D. Warren & Hatton |
Activities
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Instructor Guidelines |
Participant Guidelines |
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A.Identifying Communicative Attempts |
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B. Communicative Contexts in a Case Story |
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C. Concepts Acquired During Daily Routines |
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D. Analyzing Resources on Communication and Emergent Literacy |
Handouts
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A. Communication and Emergent Literacy Vignettes, Session 1 |
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B. A Model of Oral and Written Language Development |
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C. Position Statement, Division on Visual Impairments, Council for Exceptional Children, October 19, 2003: Family-Centered Practices for Young Children With Visual Impairments |
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D. Quality of Life and Emergent Literacy |
PowerPoint
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PowerPoint Presentation |
Videos and Summaries
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List of Video Clips and Summaries |
Video Transcripts
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CEL 1-01 Making Daily Routines Meaningful |
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CEL 1-02 lncidental Learning and Basic Concepts |
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CEL 1-03 TVIs Provide Support to Families |
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CEL 1-04 Story Time and Rhymes |
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CEL 1-05 Millie Smith: Quality of Life and Emergent Literacy |
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CEL 1-06 Comminication in Young Children With Visual Impairments |
Quiz
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Quiz |
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Answers to Quiz |
Glossary
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Glossary for Communication and Emergent Literacy Module |
Module References
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References for Communication and Emergent Literacy Module |
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