INTEGRATING PUPILS WITH PROFOUND AND MULTIPLE HANDICAPS IN A SCHOOL FOR CHILDREN WITH SEVERE LEARNING DIFFICULTIES
Bewaard in:
OUVRY, C., INTEGRATING PUPILS WITH PROFOUND AND MULTIPLE HANDICAPS IN A SCHOOL FOR CHILDREN WITH SEVERE LEARNING DIFFICULTIES. MENTAL HANDICAP, Vol. 14, no. 4 (1986), p. 157-160.
Ref.
2480
Plaats:
SIIS R.103 Depósito (5)
Palabras clave:
Discapacidad, Discapacidad intelectual, Discapacidad profunda, Inclusión educativa, Trastornos asociados
Discapacidad, Discapacidad intelectual, Discapacidad profunda, Inclusión educativa, Trastornos asociados
Gelijkaardige items: INTEGRATING PUPILS WITH PROFOUND AND MULTIPLE HANDICAPS IN A SCHOOL FOR CHILDREN WITH SEVERE LEARNING DIFFICULTIES
- BRIDGING THE COMMUNICATION GAP (FOR PUPILS WITH PROFOUND AND MULTIPLE LEARNING DIFFICULTIES)
- PEOPLE WITH PROFOUND RETARDATION AND MULTIPLE HANDICAPS ATTENDING SCHOOLS OR SOCIAL EDUCATION CENTRES
- TEACHING SUBJECTS TO PUPILS WITH PROFOUND AND MULTIPLE LEARNING DIFFICULTIES. CONSIDERATIONS FOR THE NEW FRAMEWORK
- THE GENDER MIX AMONG STAFF IN SCHOOLS FOR PUPILS WITH SEVERE AND PROFOUND AND MULTIPLE LEARNING DIFFICULTIES AND ITS IMPACT
- SELECTING AN ASSESSMENT INSTRUMENT FOR USE WITH ADULTS WITHA PROFOUND MENTAL HANDICAP AND MULTIPLE IMPAIRMENTS
- INTERPRETING THE COMMUNICATION OF PEOPLE WITH PROFOUND AND MULTIPLE LEARNING DIFFICULTIES