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First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
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First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 312
- Erscheinungstermin: 1. April 1998
- Englisch
- Abmessung: 235mm x 157mm x 21mm
- Gewicht: 576g
- ISBN-13: 9781853464614
- ISBN-10: 1853464619
- Artikelnr.: 22411377
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 312
- Erscheinungstermin: 1. April 1998
- Englisch
- Abmessung: 235mm x 157mm x 21mm
- Gewicht: 576g
- ISBN-13: 9781853464614
- ISBN-10: 1853464619
- Artikelnr.: 22411377
Dave Hewett
Chapter 1 Introduction: Recent Developments in Interactive Approaches
DaveHewett
MelanieNind; Chapter 2 Chapter 2 Using Intensive Interaction with Pupils who have Multi-Sensory Impairment
ChrisAddis; Chapter 3 Chapter 3 Jamie's Story: Intensive Interaction in a College of Further Education
ChristineSmith; Chapter 4 Chapter 4 Sabrina's Story: Curriculum in the Early Years
CarolPeters; Chapter 5 Chapter 5 Commentary One: Practice and Progress
DaveHewett
MelanieNind; Chapter 6 Chapter 6 Addressing the Needs of Adults with Profound and Multiple Learning Disabilities in Social Services Provision
CathIrvine; Chapter 7 Chapter 7Introducing Intensive Interaction for People with Profound Learning Disabilities Living in Small Staffed Houses in the Community
JudithSamuel
JaquiMaggs; Chapter 8 Chapter 8 The Gradual Development of Intensive Interaction in a School Setting
ValStothard; Chapter 9 Chapter 9 Commentary Two: Getting Intensive Interaction Established in Different Settings - Institutional Issues
MelanieNind
DaveHewett; Chapter 10 Chapter 10 Ben's Story: Developing the Communication Abilities of a Pupil with Autism
LynneKnott
AngelaCurtis
RuthKennedy; Chapter 11 Chapter 11 Gary's Story: Parents Doing Intensive Interaction
BethTaylor
SteveTaylor; Chapter 12 Chapter 12 Francesca's Story: Facilitating the Earliest Developments
IanBruce
AntonellaBruce
DaveHewett; Chapter 13 Chapter 13 Commentary Three: Learners with Autism. Parents Doing Intensive Interaction
MelanieNind
DaveHewett; Chapter 14 Chapter 14 Future Developments
DaveHewett
MelanieNind; Index; Subject Index;
DaveHewett
MelanieNind; Chapter 2 Chapter 2 Using Intensive Interaction with Pupils who have Multi-Sensory Impairment
ChrisAddis; Chapter 3 Chapter 3 Jamie's Story: Intensive Interaction in a College of Further Education
ChristineSmith; Chapter 4 Chapter 4 Sabrina's Story: Curriculum in the Early Years
CarolPeters; Chapter 5 Chapter 5 Commentary One: Practice and Progress
DaveHewett
MelanieNind; Chapter 6 Chapter 6 Addressing the Needs of Adults with Profound and Multiple Learning Disabilities in Social Services Provision
CathIrvine; Chapter 7 Chapter 7Introducing Intensive Interaction for People with Profound Learning Disabilities Living in Small Staffed Houses in the Community
JudithSamuel
JaquiMaggs; Chapter 8 Chapter 8 The Gradual Development of Intensive Interaction in a School Setting
ValStothard; Chapter 9 Chapter 9 Commentary Two: Getting Intensive Interaction Established in Different Settings - Institutional Issues
MelanieNind
DaveHewett; Chapter 10 Chapter 10 Ben's Story: Developing the Communication Abilities of a Pupil with Autism
LynneKnott
AngelaCurtis
RuthKennedy; Chapter 11 Chapter 11 Gary's Story: Parents Doing Intensive Interaction
BethTaylor
SteveTaylor; Chapter 12 Chapter 12 Francesca's Story: Facilitating the Earliest Developments
IanBruce
AntonellaBruce
DaveHewett; Chapter 13 Chapter 13 Commentary Three: Learners with Autism. Parents Doing Intensive Interaction
MelanieNind
DaveHewett; Chapter 14 Chapter 14 Future Developments
DaveHewett
MelanieNind; Index; Subject Index;
Chapter 1 Introduction: Recent Developments in Interactive Approaches
DaveHewett
MelanieNind; Chapter 2 Chapter 2 Using Intensive Interaction with Pupils who have Multi-Sensory Impairment
ChrisAddis; Chapter 3 Chapter 3 Jamie's Story: Intensive Interaction in a College of Further Education
ChristineSmith; Chapter 4 Chapter 4 Sabrina's Story: Curriculum in the Early Years
CarolPeters; Chapter 5 Chapter 5 Commentary One: Practice and Progress
DaveHewett
MelanieNind; Chapter 6 Chapter 6 Addressing the Needs of Adults with Profound and Multiple Learning Disabilities in Social Services Provision
CathIrvine; Chapter 7 Chapter 7Introducing Intensive Interaction for People with Profound Learning Disabilities Living in Small Staffed Houses in the Community
JudithSamuel
JaquiMaggs; Chapter 8 Chapter 8 The Gradual Development of Intensive Interaction in a School Setting
ValStothard; Chapter 9 Chapter 9 Commentary Two: Getting Intensive Interaction Established in Different Settings - Institutional Issues
MelanieNind
DaveHewett; Chapter 10 Chapter 10 Ben's Story: Developing the Communication Abilities of a Pupil with Autism
LynneKnott
AngelaCurtis
RuthKennedy; Chapter 11 Chapter 11 Gary's Story: Parents Doing Intensive Interaction
BethTaylor
SteveTaylor; Chapter 12 Chapter 12 Francesca's Story: Facilitating the Earliest Developments
IanBruce
AntonellaBruce
DaveHewett; Chapter 13 Chapter 13 Commentary Three: Learners with Autism. Parents Doing Intensive Interaction
MelanieNind
DaveHewett; Chapter 14 Chapter 14 Future Developments
DaveHewett
MelanieNind; Index; Subject Index;
DaveHewett
MelanieNind; Chapter 2 Chapter 2 Using Intensive Interaction with Pupils who have Multi-Sensory Impairment
ChrisAddis; Chapter 3 Chapter 3 Jamie's Story: Intensive Interaction in a College of Further Education
ChristineSmith; Chapter 4 Chapter 4 Sabrina's Story: Curriculum in the Early Years
CarolPeters; Chapter 5 Chapter 5 Commentary One: Practice and Progress
DaveHewett
MelanieNind; Chapter 6 Chapter 6 Addressing the Needs of Adults with Profound and Multiple Learning Disabilities in Social Services Provision
CathIrvine; Chapter 7 Chapter 7Introducing Intensive Interaction for People with Profound Learning Disabilities Living in Small Staffed Houses in the Community
JudithSamuel
JaquiMaggs; Chapter 8 Chapter 8 The Gradual Development of Intensive Interaction in a School Setting
ValStothard; Chapter 9 Chapter 9 Commentary Two: Getting Intensive Interaction Established in Different Settings - Institutional Issues
MelanieNind
DaveHewett; Chapter 10 Chapter 10 Ben's Story: Developing the Communication Abilities of a Pupil with Autism
LynneKnott
AngelaCurtis
RuthKennedy; Chapter 11 Chapter 11 Gary's Story: Parents Doing Intensive Interaction
BethTaylor
SteveTaylor; Chapter 12 Chapter 12 Francesca's Story: Facilitating the Earliest Developments
IanBruce
AntonellaBruce
DaveHewett; Chapter 13 Chapter 13 Commentary Three: Learners with Autism. Parents Doing Intensive Interaction
MelanieNind
DaveHewett; Chapter 14 Chapter 14 Future Developments
DaveHewett
MelanieNind; Index; Subject Index;