{"title":"教学的第一意义","authors":"L. Barton, Judith D. Coupe","doi":"10.1111/J.1468-3156.1985.TB00286.X","DOIUrl":null,"url":null,"abstract":"SUMMARY. Various models of functional communication offer help in formulating curriculum content for pupils at the pre-one word and one word production level. However, for teachers of children with severe learning difficulties, these are often limited in practical application. One particular aspect of communication development is Teaching First Meanings, which in this article has been related directly to functional application and classroom practice.","PeriodicalId":318604,"journal":{"name":"Journal of The British Institute of Mental Handicap (apex)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2009-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Teaching first meanings\",\"authors\":\"L. Barton, Judith D. Coupe\",\"doi\":\"10.1111/J.1468-3156.1985.TB00286.X\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"SUMMARY. Various models of functional communication offer help in formulating curriculum content for pupils at the pre-one word and one word production level. However, for teachers of children with severe learning difficulties, these are often limited in practical application. One particular aspect of communication development is Teaching First Meanings, which in this article has been related directly to functional application and classroom practice.\",\"PeriodicalId\":318604,\"journal\":{\"name\":\"Journal of The British Institute of Mental Handicap (apex)\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2009-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of The British Institute of Mental Handicap (apex)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1111/J.1468-3156.1985.TB00286.X\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of The British Institute of Mental Handicap (apex)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1111/J.1468-3156.1985.TB00286.X","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
SUMMARY. Various models of functional communication offer help in formulating curriculum content for pupils at the pre-one word and one word production level. However, for teachers of children with severe learning difficulties, these are often limited in practical application. One particular aspect of communication development is Teaching First Meanings, which in this article has been related directly to functional application and classroom practice.
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