TEACHING METHODS AND CURRICULUM MODELS USED IN FINLAND IN THE EDUCATION OF STUDENTS DIAGNOSED WITH HAVING SEVERE/PROFOUND INTELLECTUAL DISABILITIES
Saved in:
KONTU, E.K., PIRTTIMAA, R.A., TEACHING METHODS AND CURRICULUM MODELS USED IN FINLAND IN THE EDUCATION OF STUDENTS DIAGNOSED WITH HAVING SEVERE/PROFOUND INTELLECTUAL DISABILITIES. BRITISH JOURNAL OF LEARNING DISABILITIES, Vol. 38, no. 3 (2010), p. 175-179.
Ref.
171674
Location:
SIIS R.103 Archivo
Palabras clave:
Curriculum, Discapacidad intelectual, Discapacidad profunda, Inclusión educativa, Método educativo, Finlandia
Curriculum, Discapacidad intelectual, Discapacidad profunda, Inclusión educativa, Método educativo, Finlandia
Similar Items: TEACHING METHODS AND CURRICULUM MODELS USED IN FINLAND IN THE EDUCATION OF STUDENTS DIAGNOSED WITH HAVING SEVERE/PROFOUND INTELLECTUAL DISABILITIES
- CURRICULUM DESIGN FOR THE SEVERELY AND PROFOUNDLY HANDICAPPED
- A CURRICULUM FOR PROFOUNDLY HANDICAPPED STUDENTS. THE BROWARD COUNTY MODEL PROGRAM
- A SEQUENTIAL CURRICULUM FOR THE SEVERELY AND PROFOUNDLY MENTALLY RETARDED MULTI-HANDICAPPED
- EDUCATION FOR PUPILS WITH PROFOUND DISABILITIES: ISSUES OF POLICY, CURRICULUM, TEACHING METHODS, AND EVALUATION
- TEACHING THE MODERATELY AND SEVERELY HANDICAPPED. CURRICULUM OBJECTIVES, STRATEGIES, AND ACTIVITIES. VOLUME III: FUNCTIONAL ACADEMICS FOR THE MILDLY AND MODERATELY HANDICAPPED
- TEACHING THE MODERATELY AND SEVERELY HANDICAPPED. CURRICULUM OBJECTIVES, STRATEGIES, AND ACTIVITIES. VOLUME I: BEHAVIOR, SELF-CARE, AND MOTOR SKILLS