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HANDIKAPP IDROTT

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HANDIKAPP IDROTT. [s.l.], SVENSKA HANDIKAPPIDROTTS FöR BUNDET.

Ref. 495956

Tauwāhi: SIIS R.370

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Ngā tūemi rite: HANDIKAPP IDROTT

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FORMANER VID SJUKDOM OCH HANDIKAPP 1999 (PRESTACIONES PARA PERSONAS ENFERMAS Y PERSONAS CON DISCAPACIDAD 1999)
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BO TRYGGT BETALA RATT- SARSKILDA BOENDEFORMER SAMT AVGIFTER FOR ALDRE- OCH HANDIKAPP-OMSORG (VIVIR BIEN PAGAR LO JUSTO: TARIFAS PARA SOLUCIONES RESIDENCIALES Y OTROS SERVICIOS PARA PERSONAS CON DISCAPACIDAD Y MAYORES)
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Self-determination and individuals with severe disabilities: re-examining meanings and misinterpretations
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AUTODETERMINACION Y PERSONAS CON DISCAPACIDADES SEVERAS
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AETIOLOGIY IN SEVERE AND MILD RETARDATION: A POPULATION-BASED STUDY OF NORWEGIAN CHILDREN
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EXPERIENCE AND ACHIEVEMENT: INITIATIVES IN CURRICULUM DEVELOPMENT FOR PUPILS WITH SEVERE AND PROFOUND AND MULTIPLE LEARNING DIFICULTIES
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LEISURE OPPORTUNITIES FOR PEOPLE WITH PROFOUND RETARDATION AND MULTIPLE IMPAIRMENTS
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MENCAP'S PRMH PROJECT HYDROTHERAPY SCHEME HELPS HANDICAPPED CHILDREN IN A MAJOR WAY
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CAN THE COMMUNITY CARE?
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I LIKE TO WALK WITH YOU BUT...
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DEFINITION OF MENTAL RETARDATION. EN: MANUAL OF DIAGNOSIS AND PROFESSIONAL PRACTICE IN MENTAL RETARDATION
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DIAGNOSIS OF DEPRESSION IN PEOPLE WITH SEVERE/PROFOUND INTELLECTUAL DISABILITY
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PARAPROFESSIONALS WORKING WITH THE SEVERELY AND PROFOUNDLY RETARDED
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THE EFFICACY OF GROUP VERSUS ONE-TO-ONE INSTRUCTION: A REVIEW
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PSYCHOSES DEFICITAIRES, POLY ET MULTIHANDICAP: INTERETS ET LIMITES D'UN RAPPROCHEMENT NOTIONNEL
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TEACHERS OF THE VISUALLY HANDICAPPED:HOW CAN THE BEST SERVE CHILDREN WITH PROFOUND HANDICAPS?
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Philosophy and profound disability: learning from experience
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CHARACTERISTICS OF DEPRESSION AS ASSESSED BY THE DIAGNOSTIC ASSESSMENT FOR THE SEVERELY HANDICAPPED-II (DASH-II)
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HANDEDNESS DISTRIBUTION AND FIGURE DRAWING ABILITY IN A DEAF SCHOOL POPULATION, WITH SEVERE LEARNING DIFFICULTIES: A RESEARCH NOTE
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NEUROSENSORY OUTCOME AT 5 YEARS AND ETREMELY LOW BIRTHWEIGHT
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'HE CAN HEAR WHEN HE WANTS TO!'. ASSESSMENT OF HEARING FUNCTION FOR PEOPLE WITH LEARNING DIFFICULTIES
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DIFFERENTIAL REINFORCEMENT OF LEISURE ACTIVITIES: AN OBSERVATION FORM FOR SUPERVISORS
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INVESTIGATION USE OF GOAL ATTAINMENT SCALING TO EVALUATE INDIVIDUAL PROGRESSOF CLIENTS WITH SEVERE AND PROFOUND MENTAL RETARDATION
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LETTING THE DATA DO THE TALKING:SELECTING THE APPROPRIATE NONVERBAL COMMUNICATION SYSTEM FOR SEVERELY HANDICAPPED STUDENTS