MAKING ACTIVITIES MEANINGFUL FOR STUDENTS WITH SEVERE MULTIPLE DISABILITIES
Guardat en:
BROWN, F., LEHR, D.H., MAKING ACTIVITIES MEANINGFUL FOR STUDENTS WITH SEVERE MULTIPLE DISABILITIES. TEACHING EXCEPTIONAL CHILDREN, Vol. 25, no. 4 (1993), p. 12-16.
Ref.
34295
Localització:
SIIS R.410
Palabras clave:
Aprendizaje, Calidad de vida, Discapacidad, Discapacidad intelectual, Discapacidad múltiple, Discapacidad severa, Educación, Entrenamiento, Servicios ambulatorios, Método educativo
Aprendizaje, Calidad de vida, Discapacidad, Discapacidad intelectual, Discapacidad múltiple, Discapacidad severa, Educación, Entrenamiento, Servicios ambulatorios, Método educativo
Ítems similars: MAKING ACTIVITIES MEANINGFUL FOR STUDENTS WITH SEVERE MULTIPLE DISABILITIES
- USING A PICTURE TASK ANALYSIS TO TEACH STUDENTS WITH MULTIPLE DISABILITIES
- MAKING INCLUSION A REALITY FOR STUDENTS WITH SEVERE DISABILITIES
- EVIDENCE-BASED PRACTICES FOR STUDENTS WITH SEVERE DISABILITIES AND THE REQUIREMENT FOR ACCOUNTABILITY IN 'NO CHILD LEFT BEHIND'
- PERKINS ACTIVITY AND RESOURCE GUIDE. A HANDBOOK FOR TEACHERS AND PARENTS OF STUDENTS WITH VISUAL AND MULTIPLE DISABILITIES, VOL. 1 AND 2
- EFFECTS OF PEER-DELIVERED SELF-INSTRUCTIONAL TRAINING ON A LUNCH-MAKING WORK TASK FOR STUDENTS WITH SEVERE DISABILITIES
- USING PRETASK REQUESTS TO INCREASE THE PROBABILITY OF COMPLIANCE FOR STUDENTS WITH SEVERE DISABILITIES