INDIVIDUALIZING LITERACY INSTRUCTION FOR YOUNG CHILDREN WITH MODERATE TO SEVERE DISABILITIES
Kaydedildi:
KLIEWER, C., LANDIS, D., INDIVIDUALIZING LITERACY INSTRUCTION FOR YOUNG CHILDREN WITH MODERATE TO SEVERE DISABILITIES. EXCEPTIONAL CHILDREN, Vol. 66, no. 1 (1999), p. 85-100.
Ref.
84549
Yer:
SIIS R.120
Palabras clave:
Aprendizaje lectura y escritura, Discapacidad intelectual, Discapacidad leve, Educación infantil, Educación primaria, Profesor
Aprendizaje lectura y escritura, Discapacidad intelectual, Discapacidad leve, Educación infantil, Educación primaria, Profesor
Benzer Materyaller: INDIVIDUALIZING LITERACY INSTRUCTION FOR YOUNG CHILDREN WITH MODERATE TO SEVERE DISABILITIES
- EMERGENT LITERACY IN EARLY CHILDHOOD SPECIAL EDUCATION: CURRICULUM AND INSTRUCTION
- LITERACY INSTRUCTION FOR PEOPLE WITH MENTAL RETARDATION: HISTORICAL HIGHLIGHTS AND CONTEMPORARY ANALYSIS
- UNRESOLVED MYSTERIES: HOW DO METALINGUISTIC AND NARRATIVE SKILLS CONNECT WITH EARLY READING?
- EDUCATION IN HUMAN SEXUALITY FOR YOUNG PEOPLE WITH MODERATE AND SEVERE MENTAL RETARDATION
- A FRAMEWORK FOR UNDERSTANDING THE LITERACY OF INDIVIDUALS WITH VISUAL IMPAIRMENTS
- THE IMPACT OF EARLY METALINGUISTIC COMPETENCIES AND MEMORY CAPACITY ON READING AND SPELLING IN ELEMENTARY SCHOOL: RESULTS OF THE MUNICH LONGITUDINAL STUDY ON THE GENESIS OF INDIVIDUAL COMPETENCIES (LOGIC)