USING SELF-INSTRUCTION TO TEACH VOCATIONAL SKILLS TOINDIVIDUALS WHO ARE SEVERELY RETARDED
Na minha lista:
SALEND, S.J., ET AL., USING SELF-INSTRUCTION TO TEACH VOCATIONAL SKILLS TOINDIVIDUALS WHO ARE SEVERELY RETARDED. EDUCATION AND TRAINING IN MENTAL RETARDATION, Vol. 24, no. 3 (1989), p. 248-254.
Ref.
11536
Localização:
SIIS R.404 Depósito (31)
Palabras clave:
Autocontrol, Discapacidad, Discapacidad intelectual, Discapacidad severa, Formación profesional, Método educativo, Necesidades educativas especiales
Autocontrol, Discapacidad, Discapacidad intelectual, Discapacidad severa, Formación profesional, Método educativo, Necesidades educativas especiales
Registros relacionados: USING SELF-INSTRUCTION TO TEACH VOCATIONAL SKILLS TOINDIVIDUALS WHO ARE SEVERELY RETARDED
- A PRELIMINARY STUDY IN TEACHING SELF-PROTECTIVE SKILLS TO CHILDREN WITH MODERATE AND SEVERE MENTAL RETARDATION
- TEACHING A STUDENT WITH SEVERE HANDICAPS TON SELF-INSTRUCT: A BRIEF REPORT
- TRAINING ADULTS WITH MODERATE AND SEVERE MENTAL RETARDATION IN A VOCATIONAL SKILL USING A SIMULTANEOUS PROMPTING PROCEDURE.
- TEACHING BASIC SKILLS TO THE SEVERELY AND PROFOUNDLY RETARDED
- TEACHING SELF-INSTRUCTION UTILIZING MULTIPLE EXEMPLARS TO PRODUCE GENERALIZED PROBLEM-SOLVING AMONG INDIVIDUALS WITH SEVERE MENTAL RETARDATION
- A COMPARISON OF EXTERNAL AND SELF-INSTRUCTIONAL TEACHING FORMATS WITH MENTALLY RETARDED ADULTS IN A VOCATIONAL TRAINING SETTING