UNDERSTANDING AND PREVENTING LEARNED HELPLESSNESS IN CHILDREN WHO ARE CONGENITALLY DEAF-BLIND
I tiakina i:
MARKS, S.B., UNDERSTANDING AND PREVENTING LEARNED HELPLESSNESS IN CHILDREN WHO ARE CONGENITALLY DEAF-BLIND. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, Vol. 92, no. 3 (1998), p. 200-211.
Ref.
66457
Tauwāhi:
SIIS R.606
Palabras clave:
Adaptación personal, Ceguera, Discapacidad, Motivación, Riesgo, Sordoceguera
Adaptación personal, Ceguera, Discapacidad, Motivación, Riesgo, Sordoceguera
Ngā tūemi rite: UNDERSTANDING AND PREVENTING LEARNED HELPLESSNESS IN CHILDREN WHO ARE CONGENITALLY DEAF-BLIND
- IMPACT OF A COMMUNICATION INTERVENTION MODEL ON TEACHERS' PRACTICE WITH CHILDREN WHO ARE CONGENITALLY DEAF-BLIND
- THE EDUCATION OF YOUTHS WHO ARE DEAF-BLIND: LEARNING TASKS AND TEACHING METHODS
- PSYCHOLOGICAL EVALUATION OF CHILDREN WHO ARE DEAF-BLIND: AN OVERVIEW WITH RECOMMENDATIONS FOR PRACTICE
- CONVERSATIONAL INTERACTIONS BETWEEN MOTHERS AND THEIR INFANTS WHO ARE CONGENITALLY BLIND, HAVE LOW VISION, OR ARE SIGHTED
- THE IMPORTANCE OF ORIENTATION AND MOBILITY SKILLS STUDENTS WHO ARE DEAF-BLIND
- THE USE OF PLAY ASSESSMENT TO EXAMINE THE DEVELOPMENT OF COMMUNICATION SKILLS IN CHILDREN WHO ARE DEAF-BLIND