Behavioural phenotypes and special educational needs: is aetiology important in the classroom?
Enregistré dans:
Reilly, C., Behavioural phenotypes and special educational needs: is aetiology important in the classroom?. Journal of Intellectual Disability Research, Vol. 56, no. 10 (2012), p. 929-946.
Ref.
188356
Localisation:
SIIS R.104 Archivo
Palabras clave:
Cromosoma X, Discapacidad intelectual, Entorno educativo, Etiología, Infancia, Intervención, Necesidades, Necesidades educativas especiales, Síndrome de Down, Síndrome de Prader-Willi, Síndrome de Williams, Síndromes, Trastornos de la conducta
Cromosoma X, Discapacidad intelectual, Entorno educativo, Etiología, Infancia, Intervención, Necesidades, Necesidades educativas especiales, Síndrome de Down, Síndrome de Prader-Willi, Síndrome de Williams, Síndromes, Trastornos de la conducta
Documents similaires: Behavioural phenotypes and special educational needs: is aetiology important in the classroom?
- A comparative study of educational provision for children with neurogenetic syndromes: parent and teacher survey
- BEHAVIORAL PHENOTYPES AND SPECIAL EDUCATION: PARENT REPORT OF EDUCATIONAL ISSUES FOR CHILDREN WITH DOWN SYNDROME, PRADER-WILLI SYNDROME, AND WILLIAMS SYNDROME
- FAMILY CONTEXTS, PARENTAL BEHAVIOUR, AND PERSONALITY PROFILES OF CHILDREN AND ADOLESCENTS WITH PRADER-WILLI, FRAGILE-X, OR WILLIAMS SYNDROME
- Language development in individuals with intellectual and developmental disabilities: from phenotypes to treatments . En: International Review of Research in Developmental Disabilities, vol. 50
- SOCIAL COMPETENCE IN PERSONS WITH PRADER-WILLI, WILLIAMS AND DOWN'S SYNDROMES
- Joint attention and early social developmental cascades in neurogenetic disorders. En: International Review of Research in Developmental Disabilities, vol. 51