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Written by a speech-language pathologist and a learning disabilities educator, Teaching with Calvin and Hobbes is a language textbook for elementary and intermediate-level students. [1] [2] Jan Roebken created the cover and additional interior illustrations. [1] The book reprints fifty-seven Calvin and Hobbes comic strips, organized into five ...
Harry Stottlemeier's Discovery [1] is a philosophical novel for children written by Matthew Lipman. The novel was Lipman's first, and inaugurated the educational movement known as Philosophy for Children. It was first published in 1971 and revised in 1974. [2] The book deals with everyday situations which a group of children encounter.
Core tenets of the TEACCH philosophy include an understanding of the effects of autism on individuals; use of assessment to assist program design around individual strengths, skills, interests and needs; enabling the individual to be as independent as possible; working in collaboration with parents and families. [3]
The pedagogy of philosophy for children is diverse. However, many practitioners including those working in the tradition of Matthew Lipman and the Institute for the Advancement of Philosophy for Children emphasize the use of a community of inquiry method which has roots in the work of philosopher John Dewey. [4]
The philosophy of linguistics is the philosophy of science applied to linguistics.It is concerned with topics including what the subject matter and theoretical goals of linguistics are, what forms linguistic theories should take, and what counts as data in linguistic research.
Specific Language Impairment (SLI) is a language impairment in which a child’s language develops atypically, but their difficulties cannot be attributed to factors such as autism or slow development. Curtiss's study aimed to determine if there was a probable genetic factor involved in SLI.
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However, method is an ambiguous concept in language teaching and has been used in many different ways. According to Bell, this variety in use "offers a challenge for anyone wishing to enter into the analysis or deconstruction of methods". [5] The methods of teaching language may be characterized into three principal views: