EDUCATION FOR PUPILS WITH PROFOUND DISABILITIES: ISSUES OF POLICY, CURRICULUM, TEACHING METHODS, AND EVALUATION
Saved in:
BRAY, A., ET AL., EDUCATION FOR PUPILS WITH PROFOUND DISABILITIES: ISSUES OF POLICY, CURRICULUM, TEACHING METHODS, AND EVALUATION. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 3, no. 4 (1988), p. 207-224.
Ref.
15422
Location:
SIIS R.753 Depósito (98)
Palabras clave:
Curriculum, Discapacidad, Discapacidad múltiple, Educación, Evaluación, Método educativo, Necesidades educativas especiales
Curriculum, Discapacidad, Discapacidad múltiple, Educación, Evaluación, Método educativo, Necesidades educativas especiales
Similar Items: EDUCATION FOR PUPILS WITH PROFOUND DISABILITIES: ISSUES OF POLICY, CURRICULUM, TEACHING METHODS, AND EVALUATION
- A REVIEW OF THE CURRICULUM FOR PUPILS WITH PROFOUND AND MULTIPLE LEARNING DISABILITIES
- TEACHING METHODS AND CURRICULUM MODELS USED IN FINLAND IN THE EDUCATION OF STUDENTS DIAGNOSED WITH HAVING SEVERE/PROFOUND INTELLECTUAL DISABILITIES
- EXPERIENCE AND ACHIEVEMENT: INITIATIVES IN CURRICULUM DEVELOPMENT FOR PUPILS WITH SEVERE AND PROFOUND AND MULTIPLE LEARNING DIFICULTIES
- A SEQUENTIAL CURRICULUM FOR THE SEVERELY AND PROFOUNDLY MENTALLY RETARDED MULTI-HANDICAPPED
- EVALUATING CURRICULUM DESIGN IN THE CONTEXT OF ACTIVE TEACHING
- EDUCATION FOR ADOLESCENTS WITH DISABILITIES: CURRICULUM AND PLACEMENT ISSUES