IMPACT. A FUNCTIONAL CURRICULUM HANDBOOK FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES.
Guardat en:
NEEL, R.S., BILLINGSLEY, F.F., IMPACT. A FUNCTIONAL CURRICULUM HANDBOOK FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES. Londres, PAUL H.BROOKES, 1989, 199 p.
Ref.
20820
Localització:
SIIS C3g.43 M74.162
Palabras clave:
Autismo, Comunicación, Conducta, Curriculum, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Discapacidad media, Discapacidad severa, Estudiantes, Evaluación de necesidades, Método educativo, Métodos de evaluación, Programas individualizados, Psicología, Trastornos del espectro autista
Autismo, Comunicación, Conducta, Curriculum, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Discapacidad media, Discapacidad severa, Estudiantes, Evaluación de necesidades, Método educativo, Métodos de evaluación, Programas individualizados, Psicología, Trastornos del espectro autista
Ítems similars: IMPACT. A FUNCTIONAL CURRICULUM HANDBOOK FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES.
- TEACHING THE MODERATELY AND SEVERELY HANDICAPPED. CURRICULUM OBJECTIVES, STRATEGIES, AND ACTIVITIES. VOLUME III: FUNCTIONAL ACADEMICS FOR THE MILDLY AND MODERATELY HANDICAPPED
- THE SYRACUSE CURRICULUM REVISION MANUAL. A GROUP PROCESS FOR DEVELOPING A COMMUNITY-REFERENCED CURRICULUM GUIDE.
- THE SYRACUSE COMMUNITY-REFERENCED CURRICULUM GUIDE FOR STUDENTS WITH MODERATE AND SEVERE DISABILITIES.
- THE INSTRUCTIONAL PROCESS. EN: IMPACT.
- SMALL GROUP INSTRUCTION: GUIDELINES FOR TEACHERS OF STUDENTS WITH MODERATE TO SEVERE HANDICAPS.
- TEACHING THE MODERATELY AND SEVERELY HANDICAPPED. CURRICULUM OBJECTIVES, STRATEGIES, AND ACTIVITIES. VOLUME I: BEHAVIOR, SELF-CARE, AND MOTOR SKILLS