By Jack S. Damico, Nicole Müller, Martin J. Ball
Via contributions from major specialists within the fields of verbal exchange technological know-how, The guide of Speech and Language problems offers a entire survey detailing the state-of-the-art in speech, language, and cognitive/intellectual disorders.Provides the 1st in-depth exploration of the quickly increasing box of communique disordersExamines the present debates, landmark reviews, and valuable issues within the self-discipline, together with analytical equipment and assessmentIncludes contributions from greater than 20 prime students to supply a rare breadth of assurance of this growing to be, multi-disciplinary fieldFeatures a “foundations” part that bargains with problems with important significance to all study within the box, together with social and useful issues in type and variety, genetic syndromes, and rules of evaluation and intervention
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Extra info for The Handbook of Language and Speech Disorders (Blackwell Handbooks in Linguistics)
Second, we should strive to avoid the most basic negative consequences of labeling that occur when relying solely on the label. Rather, we should strive to thoroughly describe the difficulties that underlie the label. This means not only carefully documenting actual behaviors and their impact on the context, but also determining how the context impacts the behaviors and whether there are other emergent factors that must be adequately described and addressed (Perkins, 2005). Rather than orienting to symptoms to determine labels we should orient to the skills, abilities, and strategies that can determine functional adequacy within the relative communicative and learning contexts.
Berger & Luckmann, 1967, p. 183; emphasis ours)1 The process of social construction whereby “facts” and “realities” are created by the social mechanisms and have an actual impact on the beliefs, assumptions, and practices of social agencies has been demonstrated in a number of theoretically and research-oriented tests and studies. In The Social Construction of Literacy (Cook-Gumperz, 1986), for example, reality and how it is presented and addressed in language arts classrooms is examined with a focus on the mechanisms by which individuals continuously reproduce social order.
1957). The doctor, his patient, and the illness. New York: International Universities Press. Barsky, A. & Boros, J. F. (1995). Somatization and medicalization in the era of managed care. Journal of the American Medical Association 274, 1931– 4. Berger, P. L. & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. New York: Anchor. Bernstein, B. (1996). Pedagogy, symbolic control and identity. London: Taylor & Francis. Bishop, D. (1989). Autism, Asperger’s syndrome and semantic-pragmatic disorder: Where are the boundaries?