TECHING LITERACY TO STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
Saved in:
COOPER-DUFFY, K., ET AL, TECHING LITERACY TO STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES. TEACHING EXCEPTIONAL CHILDREN, Vol. 42, no. 3 (2010), p. 30-39.
Ref.
167025
Location:
SIIS SIIS MADRID R.410
Palabras clave:
Desarrollo cognitivo, Discapacidad intelectual, Inclusión educativa, Infancia, Literatura, Método educativo, Necesidades educativas especiales
Desarrollo cognitivo, Discapacidad intelectual, Inclusión educativa, Infancia, Literatura, Método educativo, Necesidades educativas especiales
Similar Items: TECHING LITERACY TO STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
- GENERALIZABILITY THEORY APPLIED TO READING ASSESSMENTS FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
- Using technology to support balanced literacy for students with significant disabilities
- COGNITIVE AND METACOGNITIVE INTERVENTIONS: IMPORTANT TRENDS FOR TEACHERS OF STUDENTS WHO ARE VISUALLY IMPAIRED
- PARENT PERCEPTIONS OF INCLUSIVE PRACTICES FOR THEIR CHILDREN WITH SIGNIFICANT COGNITIVE DISABILITIES
- ACCESS TO THE GENERAL EDUCATION CURRICULUM FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
- A FOUR-STEP PROCESS FOR ACCESSING THE GENERAL CURRICULUM FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES