FACILITATING TRANSITIONS FOR PEOPLE WITH PROFOUND AND COMPLEX LEARNING DIFFICULTIES
Sparad:
DEE, L., BYERS, R., FACILITATING TRANSITIONS FOR PEOPLE WITH PROFOUND AND COMPLEX LEARNING DIFFICULTIES. JOURNAL OF INTEGRATED CARE, Vol. 11, no. 3 (2003), p. 34-38.
Ref.
122083
Placering:
SIIS R.1451 Archivo
Palabras clave:
Discapacidad intelectual, Discapacidad múltiple, Discapacidad profunda, Post-escolarización, Servicios de apoyo, Transición, Reino Unido
Discapacidad intelectual, Discapacidad múltiple, Discapacidad profunda, Post-escolarización, Servicios de apoyo, Transición, Reino Unido
Liknande verk: FACILITATING TRANSITIONS FOR PEOPLE WITH PROFOUND AND COMPLEX LEARNING DIFFICULTIES
- THE VALIDITY OF SUPPORT PROFILES FOR CHILDREN WITH PROFOUND MULTIPLE LEARNING DIFFICULTIES
- TRANSITION: THE EXPERIENCES OF YOUNG PEOPLE WITH LEARNING DISABILITIES AND THEIR FAMILIES IN ENGLAND
- BRIDGING THE COMMUNICATION GAP (FOR PUPILS WITH PROFOUND AND MULTIPLE LEARNING DIFFICULTIES)
- TRANSITION: A LONG AND LONELY ROAD?
- WHAT HAPPENS AFTER THE AGE OF 14? MAPPING TRANSITIONS FOR PUPILS WITH PROFOUND AND COMPLEX LEARNING DIFFICULTIES
- BARRIERS IN SCHOOL-TO-COMMUNITY TRANSITION