Rice Wexler TEGI | Child Language Doctoral Program The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university's programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordinators for their respective campuses: Director of the Office of Institutional Opportunity & Access, IOA@ku.edu, Room 1082, Dole Human Development Center, 1000 Sunnyside Avenue, Lawrence, KS 66045, 785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, 913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas medical center campuses).
Theatresports and Drama Games | Theatre Links Theatresports is a form of improvisational theatre, which uses the format of a competition for dramatic effect. Opposing teams can perform scenes based on audience suggestions, with ratings by the audience or by a panel of judges. Developed by director Keith Johnstone in Calgary, Alberta, in 1977, the concept of Theatresports originated in Johnstone’s observations of techniques used in professional wrestling to generate heat, or audience reaction. Arts 4 All Article titled ‘Improv – The Invisible Part of the Play’ by John Koprowski. Brigham Young University Webpage with about 20 games. Creative Drama Resource Site About 16 games. Drama Resource Drama games and techniques for education on David Farmer’s excellent resource website. Friday Night Improvs Website detailing about a dozen of the most popular Theatresports™ games. Fuzzy’s Games List Webpage with about 100 Theatresports™ games. Idiotica Website with over 100 theatresports games listed alphabetically, plus another 60 exercises.
Megan Mahowald Acting Exercises: For High School Students and Beginners Here are a few acting exercises you can use to sharpen up your craft. Some of them are simple theatre games, while others are more complex. All of them are designed to help your acting abilities. Please note: Some of these acting exercises require the use of a character. Go read a play that you've never heard of and choose a character that interests you. Middle and High School Alphabet SceneTwo students are selected. For example: If Y is the letter chosen, the first line of the scene starts with Y. If you want to make it harder, add more actors. Why? Zip Zap ZopGather everyone into a circle. Why? Freeze! Why? Question SceneTwo students improvise a scene where the all lines must be questions. Why? Backwards SceneTwo students are selected. Why? Party QuirksOne student plays the host of the party. Why? College Level Public SolitudeThe student will play out their morning routine in the studio as if they were alone. Why? "Stop looking at my shirt!" "Stop looking at your shirt?" And so on. Why? Why? Why? Why?
Multicultural Considerations Clerc Center » Info to Go » Multicultural Considerations This section of Info to Go includes resources related to multicultural considerations for students and their families, as well as links to resources in languages other than English. Clerc Center Resources Odyssey: New Directions in Deaf Education (Annual magazine published by the Clerc Center) Early Contact, Language Access, and Honoring Every Culture: A Framework for Student Success (2017) Massachusetts Offers Trilingual Reading Saturdays to Increase Reading Skills and Confidence (2017) Working with Deaf Refugees and Immigrants (2017) How Can We Motivate Struggling Latino Adolescents to Read? Meeting Mandates, Supporting New Arrivals, and Improving a Good Program (2014) A Look at Decisions Hispanic Families Make After the Diagnosis of Deafness (2002)English | Spanish Gallaudet University Resources Issues in the Education of Deaf and Hard of Hearing K-12 English Language Learners (2013) Stakeholder Resources Council de Manos Mano a Mano
Intelligibility in Context Scale - Multilingual Children's Speech The Intelligibility in Context Scale is a quick parent report measure of children's intelligibility. The 7-item questionnaire rates the degree to which children's speech is understood by different communication partners (parents, immediate family, extended family, friends, acquaintances, teachers, and strangers) on a 5-point scale. It has been developed to provide speech-language pathologists with information about children's intelligibility (e.g., children with speech sound disorders, childhood apraxia of speech). The Intelligibility in Context Scale is free and downloadable from the links below. Further information about using the Intelligibility in Context Scale can be found here. Information about the creation and English validation of the Intelligibility in Context Scale can be found at The Intelligibility in Context Scale has been translated into a number of languages (see below). Acknowledgments References Hopf, S. Kim, J.
Readers Theatre Home › Classroom Resources › Lesson Plans Lesson Plan Overview Featured Resources From Theory to Practice Students become excited and enthusiastic about reading when they are presented with the opportunity to participate in Readers Theatre. back to top Reader’s Theater Scripts and Plays: This website with an excellent compilation of scripts will get your students focused on reading texts with expression Kimbell-Lopez, K. (2003). The use of Readers Theatre can offer a different context in which students are exposed to texts focusing on poetry, science, social studies, or other content-related topics.Readers Theatre is another way to enhance comprehension of text, as well as to create interest in and enthusiasm for learning.The Readers Theatre format provides an opportunity for students to develop fluency through multiple readings of the text by using expressiveness, intonation, and inflection when rehearsing the text.
Addressing ELLs’ Language Learning and Special Education Needs: Questions and Considerations "We worry about what a child will be tomorrow but we forget that he is someone today." — Karl Meninger Samira's Story A number of years ago, Kristina taught a Somali English language learner (ELL) named Samira who was dedicated, attentive, and friendly. Kristina thoroughly enjoyed teaching her as they worked on Samira's English skills. When it came to assigning final grades, though, Kristina had a dilemma – Samira wasn't able to successfully complete assignments. She came to the classroom often, asked for additional help, and did her best to understand the directions and complete the work. Samira was obviously struggling, and at the time Kristina attributed it to her refugee experience and lack of formal education. Kristina also remembers a student who was having significant struggles with learning; when his teacher met with the family and a bilingual interpreter, she was told that the boy had had a brain injury in his home country and that learning had always been difficult for him.
Response to Intervention / Vocabulary Tier 1 Classwide, Whole Group Intervention Vocabulary Journal Vocabulary Cards Tier 2 or 3 Interventions Explicit Instruction in Structural Analysis (Prefixes, Suffixes, Content Area Root Words) Text Talk Florida Center for Reading Research Student Center Activities paired with Explicit Instruction - Vocabulary – Interventions for Purchase Name of Intervention, Publisher, Web Building Vocabulary Skills, McGraw Hill, Building Vocabulary SkillsElements of Reading: Vocabulary, Steck Vaughn, Elements of Reading: Phonics & Phonemic AwarenessFailure Free Reading, Failure Free Reading, Failure Free OnlineLanguage First! AAC Interventions to Maximize Language Development for Young Children :: AAC-RERC - Spread the Word You are viewing the website for the aac-rerc, which was funded by NIDRR from 2008-2013. For information on the new RERC on AAC, funded by NIDILRR from 2014-2019, please visit rerc-aac.psu.edu. AAC Interventions to Maximize Language Development for Young Children Click here to view the webcast in Adobe Presenter (for viewers using Mac OS 10.6 and earlier, and PCs) Click here to view the webcast in QuickTime (for viewers using iPads or Mac OS 10.7) Webcast Description Young children who have significant communication disabilities are at risk in all aspects of their development. The session will discuss: (1) effective designs for AAC systems to better meet the needs and skills of young children, and (2) effective techniques to implement AAC with young children who have significant communication disabilities (ages 0-3) and their families. Additional Resources Files Slides - PDF format. (245KB) Handouts - PDF format. (117KB) Transcript - PDF format. (49KB) Transcript - text format. (36KB)
Preschool Speech & Language Development & Down Syndrome | Down Syndrome Ireland Speech and language therapy goals are to develop speech skills, expressive language skills and understanding skills. By five years of age most children with DS are putting words together or putting signs together or doing both to get their message across. Most 5 year olds will have 50 spoken words or more. Use of grammatical markers (for example, ‘ed’) becomes a focus when your child has a vocabulary size of over 200 words and is combining words. Developing vocabulary is a target in the preschool years. We know that children with DS are visual learners. Developing attention skills (see attention section) will help develop your child’s ability to process language and memory skills. Speech and language therapy in the preschool years aims: to help parents and carers develop their child’s pre-linguistic skills such as attention, listening, gesture and eye contactto help you use everyday routines as learning opportunities (‘It Takes Two to Talk’ Hanen programme. What can I do to help my child?