SIGN LANGUAGE WITH STUDENTS WITH SEVERE / PROFOUND MENTAL RETARDATION: HOW EFFECTIVE IS IT?
Kaydedildi:
BRYEN, D.N., ET AL., SIGN LANGUAGE WITH STUDENTS WITH SEVERE / PROFOUND MENTAL RETARDATION: HOW EFFECTIVE IS IT?. EDUCATION AND TRAINING IN MENTAL RETARDATION, Vol. 23, no. 2 (1988), p. 129-137.
Ref.
8494
Yer:
SIIS R.404 Depósito (31)
Palabras clave:
Comunicación no verbal, Discapacidad, Discapacidad intelectual, Discapacidad severa, Evaluación
Comunicación no verbal, Discapacidad, Discapacidad intelectual, Discapacidad severa, Evaluación
Benzer Materyaller: SIGN LANGUAGE WITH STUDENTS WITH SEVERE / PROFOUND MENTAL RETARDATION: HOW EFFECTIVE IS IT?
- COGNITIVE SKILLS AND SIGN LANGUAGE KNOWLEDGE OF CHILDREN WITH SEVERE AND PROFOUND MENTAL RETARDATION
- SIGN LANGUAGE INPUT TO COMMUNITY RESIDENTS WITH MENTAL RETARDATION
- SIGN LANGUAGE AND THE SEVERELY HANDICAPPED
- ESTABLISHING THE MANDING FUNCTION OF COMMUNICATIVE GESTURES WITH INDIVIDUALS WITH SEVERE / PROFOUND MENTAL RETARDATION
- DEVELOPING PRIMITIVE SIGNALLING BEHAVIOR OF STUDENTS WITH PROFOUND MENTAL RETARDATION
- NIVEAU DE DEVELOPPEMENT SENSORI-MOTEUR ET COMPREHENSION DU LANGAGE SIGNE PAR DES ENFANTS RETARDES MENTAUX SEVERES ET PROFONDS