INSTRUCTION AND ASSESSMENT: HOW STUDENTS WITH DEAF BLINDNESS FARE IN LARGE SCALE ALTERNATE ASSESSMENTS
Bewaard in:
THOMAS, M., ET AL., INSTRUCTION AND ASSESSMENT: HOW STUDENTS WITH DEAF BLINDNESS FARE IN LARGE SCALE ALTERNATE ASSESSMENTS. RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES, Vol. 28, no. 4 (2003), p. 205-213.
Ref.
129217
Plaats:
SIIS R.896
Palabras clave:
Calidad de la atención, Ceguera, Discapacidad auditiva, Discapacidad intelectual, Discapacidad visual, Indicadores, Método educativo, Programas individualizados, Sordera, EE.UU.
Calidad de la atención, Ceguera, Discapacidad auditiva, Discapacidad intelectual, Discapacidad visual, Indicadores, Método educativo, Programas individualizados, Sordera, EE.UU.
Gelijkaardige items: INSTRUCTION AND ASSESSMENT: HOW STUDENTS WITH DEAF BLINDNESS FARE IN LARGE SCALE ALTERNATE ASSESSMENTS
- INTERPRETING FOR DEAF-BLIND STUDENTS: FACTORS TO CONSIDER
- THE DEAF-BLIND IN ISRAEL:A NATIONAL SURVEY
- INTERACTIONS OF COMMUNICATION PARTNERS AND STUDENTS WHO ARE DEAF-BLIND: A MODEL
- ANNUAL LISTING OF CURRENT LITERATURE: BLINDNESS, VISUAL IMPAIRMENT, DEAF-BLINDNESS
- THE EDUCATION OF DEAF-BLIND YOUTH: TEACHER CHARACTERISTICS AND PROGRAM ISSUES
- DEAF-BLIND INDEPENDENT LIVING PROJECT: A STATUS REPORT