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This book draws on the recent remarkable advances in speech and
language processing: advances that have moved speech technology
beyond basic applications such as medical dictation and telephone
self-service to increasingly sophisticated and clinically
significant applications aimed at complex speech and language
disorders. The book provides an introduction to the basic elements
of speech and natural language processing technology, and
illustrates their clinical potential by reviewing speech technology
software currently in use for disorders such as autism and aphasia.
The discussion is informed by the authors' own experiences in
developing and investigating speech technology applications for
these populations. Topics include detailed examples of speech and
language technologies in both remediative and assistive
applications, overviews of a number of current applications, and a
checklist of criteria for selecting the most appropriate
applications for particular user needs. This book will be of
benefit to four audiences: application developers who are looking
to apply these technologies; clinicians who are looking for
software that may be of value to their clients; students of
speech-language pathology and application development; and finally,
people with speech and language disorders and their friends and
family members.
Beals describes the root causes of the language and learning
challenges in autism, their various academic consequences, and a
variety of tools and strategies for addressing them. Drawing on
what the most current evidence shows about the nature of autism and
which therapies are most successful, the book discusses the
implications for autism-friendly instruction in academic subjects,
noting the ways in which today's classrooms come up short, and
suggesting various adjustments that teachers can make. Instead of
focusing on social and behavioral issues, general accommodations,
and general ways to address learning difficulties, Beals zeros in
on academics, on accommodations within specific academic subjects,
and on techniques that target autism-specific deficits, situating
the issue of educational access within the broader context of
disability rights, neurodiversity, and debates about what
disability rights and neurodiversity should encompass. Complete
acceptance of individuals on the autism spectrum must include
complete educational access. This means rethinking assumptions
about autistic students, about how we teach expressive language,
about how we teach reading comprehension, and about what and how we
teach in the many K-12 classrooms attended by autistic students.
Does your child: Have impressive intellectual abilities but seem
puzzled by ordinary interactions with other children? Prefer to
spend time with adults or alone rather than with other kids? Have
deep, all-absorbing interests or seemingly encyclopedic knowledge
of certain subjects; Seem uncomfortable with unstructured play or
social engagements? If you answered 'yes' to some or all of these
questions, you may be raising a left-brain child. Bright,
eccentric, and socially awkward, these are children whose talents
and inclinations lean heavily toward the logical, linear,
analytical, and introverted side of the human psyche - what is
commonly referred to as 'the left brain' - as opposed to the 'right
brain' which is our emotional, holistic, intuitive, and extroverted
side. Leftbrain kids are often found on the margins of the
classroom and the playground, the ones who tend not to fit in with
their peers but have rich interior and intellectual lives.
According to Beals, left-brain children are increasingly
misunderstood and undervalued, particularly at school. In today's
classrooms, assignments tend to favour children who are
collaborative, artistically creative, and comfortable speaking in
front of groups. Left-brain children tend to be highly intelligent
but shy, and unsuited to group activities, and they are often
downgraded for social aloofness and emotional immaturity.
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