La orientación e inserción sociolaboral de menores tutelados = Guidance and placement of children-youth who live in foster homes.

Resumen basado en el del autor

Who should teach gifted students?. '¿Quién debe enseñar a los alumnos de altas capacidades?'.

Resumen basado en el de la publicación. Monográfico con el título: 'Alumnos de altas capacidades : reflexiones sobre educación'

Who is afraid of constructivism?. '¿Quién tiene miedo del constructivismo?'.

Monográfico con el título: 'The debate on language acquisitions: constructivism versus innatism'. Resumen basado en el de la publicación

Effectiveness of a treatment programme for immigrants who committed gender-based violence against their partners

Resumen tomado de la publicación

Who am I this time? : exploring prospective teachers' attitudes towards the teaching profession in Malaysia

Monogr??fico con el t??tulo: "La investigaci??n sobre la identidad profesional del profesorado en Europa???

Who am I? An identity crisis Identity in the new museologies and the role of the museum professional

Whilst the title of this essay suggests more than one “new museology”, it was rather a licence poétique to emphasize the two major theoretical movements that have evolved in the second half of the 20th Century[1]. As a result of the place(s)/contexts where they originated, and for clarity purposes, they have been labelled in this essay as the “Latin new museology” and the “Anglo-Saxon new museology”; however they both identify themselves by just the name of “New Museology”. Even though they both shared similar ideas on participation and inclusion, the language barriers were probably the cause for many ideas not to be fully shared by both groups. The “Latin New museology” was the outcome of a specific context that started in the 1960s (de Varine 1996); being a product of the “Second Museum Revolution”(1970s)[2], it provided new perceptions of heritage, such as “common heritage”. In 1972 ICOM organized the Santiago Round Table, which advocated for museums to engage with the communities they serve, assigning them a role of “problem solvers” within the community (Primo 1999:66). These ideas lead to the concept of the Integral Museum. The Quebec Declaration in 1984 declared that a museum’s aim should be community development and not only “the preservation of past civilisations’ material artefacts”, followed by the Oaxtepec Declaration that claimed for the relationship between territory-heritage-community to be indissoluble (Primo 1999: 69). Finally, in 1992, the Caracas Declaration argued for the museum to “take the responsibility as a social manager reflecting the community’s interests”(Primo 1999: 71). [1] There have been at least three different applications of the term ( Peter van Mensch cited in Mason: 23) [2] According to Santos Primo, this Second Museum Revolution was the result of the Santiago Round Table in Chile, 1972, and furthered by the 1st New Museology International Workshop (Quebec, 1984), Oaxtepec Meeting (Mexico, 1984) and the Caracas Meeting (Venezuela, 1992) (Santos Primo : 63-64)

Reading fluency in children who are deaf or hard of hearing

This literature review explores the role of reading fluency in children who are deaf or hard of hearing and the essential role reading fluency plays in reading comprehension. The information gathered in this paper supports the importance of direct instruction of reading fluency with children who are deaf or hard of hearing.

Spelling errors in children who are deaf

This is a descriptive study that analyzes the spelling abilities as well as a specific spelling error made by children between the ages of 5 and 9 who are deaf and wear cochlear implants.

Reading aloud to children who are deaf or hard of hearing

This study examines the benefits and most effective techniques of reading aloud to children who are deaf or hard of hearing, including an instructional video and booklist for parents.

Phonological awareness in children who are deaf/hard of hearing

This paper examines the phonological awareness skills of young children who are hearing impaired through rime identification and onset detection.

Recognizing emotion in illustrations and photographs: Comparing responses of children who are deaf or hard of hearing with those of children with normal hearing

Recognizing emotions are something children do everyday, whether it is identifying that mom is sad because she lost her job or that a character in a story is mad because no one will listen to him. The purpose of this study is to find out if recognizing emotions is easier to do with realistic photographs or illustrations.

A study of six hearing-impaired children who have been successfully mainstreamed

This paper is a review of six former CID students who have been mainstreamed.

The influence of siblings on the development of social skills in children who are deaf or hard of hearing

A study observing the influence of siblings or lack thereof, birth order and vocabulary skills on social skills of adolescent cochlear implant recipients using ratings from their parents.

More appropriate: additional stories for students who are hearing impaired using the "Specialized Program Individualizing Reading Excellence" (S.P.I.R.E.) curriculum

S.P.I.R.E., at use at Central Institute for the Deaf, is a comprehensive, multi-sensory systematic reading and language program that targets at risk and struggling students. The purpose of this project was to write additional stories and sentences for students who are hearing impaired through reader 2 that may be used in conjunction with the exiting stories and supplements.

Children with hearing loss who also have special talents

Access to thesis is restricted. Contact Archives and Rare Books. This paper discusses children who have special learning problems.