Buch, Englisch, 268 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 573 g
Buch, Englisch, 268 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 573 g
Reihe: Advances in Learning and Behavioral Disabilities
ISBN: 978-0-7623-0815-6
Verlag: Jai Press Inc.
Autoren/Hrsg.
Fachgebiete
- Geisteswissenschaften Design Produktdesign, Industriedesign
- Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
- Technische Wissenschaften Technik Allgemein Konstruktionslehre und -technik
- Naturwissenschaften Biowissenschaften Biochemische Immunologie
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
- Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Klinische und Innere Medizin Innere Medizin
- Mathematik | Informatik EDV | Informatik EDV & Informatik Allgemein E-Learning
Weitere Infos & Material
Technological Applications. Automaticity training as a reading intervention for adolescents with attentional disorders (J.M. Royer et al.). Zoning in on physics: creating virtual reality environments to aid students with learning disabilities (D. Sprague, M. Behrmann). The eyes have it: reconsidering eye movement research in human cognition
(F.J. Brigham). The role of assistive technologies and emerging technologies in developing literacy skills for students with disabilities (T. Jeffs). Critical issues in special education technology research: what do we know? What do we need to know?
(D.L. Edyburn). An exploration of systems thinking, teacher choice, and requirements for implementing technology into classrooms for students with emotional and learning disabilities (J. Castellani, M. Behrmann). General and special educators knowledge and perceptions of assistive technologies: are we headed in the right direction? (J.P. Bakken). University e-mail mentors for elementary students with disabilities: attitudinal and literacy effects (M.A. Mastropieri et al.). Issues in Learning Disabilities. Discrepancy models and the meaning of learning disability (K.A. Kavale, S.R. Forness). Strategic coherence and academic achievement (A. Moè et al.).
