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Titel | Children with special needs [Dossier]. |
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Quelle | In: European journal of psychology of education, (1997) 4, S. 351-510Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Sprache | englisch; französische Zusammenfassung |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0256-2928; 1878-5174 |
Schlagwörter | Empirische Forschung; Erhebung; Evaluation; Aggression; Emotion; Gewalt; Kognitive Entwicklung; Kommunikation; Aggression; Blindheit; England; Europa; Gewalt; Grammatik; Interaktion; Kommunikation; Gehörlosigkeit; Evaluation; Linguistik; Behinderung; Kognitive Entwicklung; Sprachentwicklung; Empirische Forschung; Interaktion; Lernschwierigkeit; Grammatik; Linguistik; Sprachentwicklung; Behinderung; Blindheit; Gehörlosigkeit; Hoch Begabter; Sehbehinderter; England; Europa |
Abstract | Contains : Editorial : Psychological theory, pedagogical practice and meeting special educational needs; Backward readers's awareness of language : Strengths and weakness; Why is reading recovery sucessful? A Vygotskian critique of an early reading intervention; Changes in parent-child interaction in response to intervention; Communication skills, educational achievement and biographic characteristics of children with moderate learning difficulties; Theory, experiment and practical application in research on visual impairment; Visually impaired children : Development and implications for education; Multisensory and unisensory approaches to communicating with deaf children; Sign language for hard of hearing children : A hindrance or a benefit for their development?; The emotional development of the highly able; Bully-victim problems in school : Facts and intervention. |
Erfasst von | Informations- und Dokumentationszentrum IDES, Bern |
Update | 1999_(CD) |