- Paperback: 289 pages
- Publisher: Woodbine House; Rev Sub edition (April 1996)
- Language: English
- ISBN-10: 0933149735
- ISBN-13: 978-0933149731
- Product Dimensions: 10 x 7 x 0.6 inches
- Shipping Weight: 1.3 pounds
- Average Customer Review: 3.9 out of 5 stars See all reviews (9 customer reviews)
- Amazon Best Sellers Rank: #1,119,107 in Books (See Top 100 in Books)
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The New Language of Toys: Teaching Communication Skills to Children with Special Needs: A Guide for Parents and Teachers Paperback – April, 1996
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The New Language Of Toys is a how-to guide for parents, teachers, and care-givers about using everyday toys (both store-bought and home-made) to develop communication skills in children with disabilities and making playtime a fun, exciting and educational experience. Divided into three parts, The New Language Of Toys begins by giving important background information on language, the causes for language delays, and the value of play in stimulating language learning. In the second part, readers learn about specific toys and how to use them in dozens of fun activities and language dialogues, arranged in section according to a child's developmental age. The last section provides a general overview that will help in the selection of use of toys. The New Language Of Toys recommends the best traditional toys while surveying new toys. Also covered is information on computer technology and language learning, videotapes and television, and the toy dialogues covering developmental ages from birth through age six. This is "must" reading for anyone with an interest in stimulating language skills in children with special needs. -- Midwest Book Review
About the Author
Sue Schwartz created the Parent Infant Program in the Programs for Deaf and Hard of Hearing Students in Montgomery County, Maryland Public Schools, where she also works as Provider of Family Services. Joan Miller is an early childhood education teacher , who has worked extensively teaching and counseling children with special needs and their families. She has three children, one of whom has severe hearing loss.
Top Customer Reviews
My son began special education preschool (for daily ST) a year after I bought this, and finally we were able to do more with it (his receptive language prior to that never came above a 6-9 month level). His ST and I would coordinate which activities I was doing with him using what sentence structure. (Right now, we are working on "wh" questions for example, ie "WHere is the ball?" "WHo is in this picture?" Early on, it was more like "Ball up. Ball down. Block up. Block down.").
By being "on the same page" (no pun intended), we believe he has made more progress than he might have made if I was treating him languagewise like a typically-developing child and he was only getting the intensive language therapy at school. I also have been able to transfer the ideas to household chores (shopping: "One apple. Two apples. Two apples in the basket. One, Two.").
I love the charts given of language development - I check off each consonant and consonant blend sound right in the book as he masters pronouncing then correctly. I don't have to use this book as much as I had to before, as now we are basically working with oral hypotonia, some other oral motor issues, and building his vocabulary (which he LOVES to do), but this book was great when he was unable to speak, frustrated because he couldn't make himself understood, and I still reference it at least weekly, either for my own child or to answer another concerned parent's questions. (We also used ASL for my son until he could physically produce the sounds to make words, so I signed a lot of the phrases suggested in this book as well, repeating them over and over until he could at least make himself understood through ASL.)
Just a bit of clarification on the previous review, many of our kids DO develop speech "typically" - they just don't begin until much later, but then many do it in the same order as other kids. The charts and checklists in this book make it easy to track that, which can be hard when other kids the same age are saying complete sentences and you aren't sure if your child's next step will be frontal consonants. It keeps you on track of YOUR child, so you can ignore what the typically-developing kids are doing that your child isn't.
(For a list of toys for kids with fine motor delays, see my list in listmania!)