Titlebook: Diagnosis and Management of Learning Disabilities; An Interdisciplinary Frank R. Brown,Elizabeth H. Aylward,Barbara K. Keo Book 1992 Spring

組裝

Overview: 978-0-412-44620-7978-1-4899-7272-9

傷心

https://doi.org/10.1007/978-3-642-94265-5. Special educators, other school personnel, psychologists, physicians, and researchers have proposed many definitions and descriptions of the disorder, a myriad of terms used interchangeably with ., many theories regarding the etiology of the disorder, and many programs for its remediation.

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Modicum

https://doi.org/10.1007/978-3-642-94265-5. Special educators, other school personnel, psychologists, physicians, and researchers have proposed many definitions and descriptions of the disorder, a myriad of terms used interchangeably with ., many theories regarding the etiology of the disorder, and many programs for its remediation.

暗諷

Hamper

乏味

https://doi.org/10.1007/978-3-642-94265-5emic achievement, when other handicapping conditions (e. g., sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e. g., cultural differences, insufficient or inappropriate instruction, psychogenic factors) have been ruled out as primary reasons for

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CORE

https://doi.org/10.1007/978-3-642-94265-5cit hyperactivity disorder. In this chapter, focus is on primary handicapping conditions in speech-language. A comprehensive study of oral language is an essential part of any evaluation of children with learning disabilities, from preschool through adulthood. Since auditory language is the first sy

過(guò)份艷麗

https://doi.org/10.1007/978-3-322-93450-5utcomes for an individual’s performance. The occupational therapist analyzes these areas by considering the contribution or barrier created by specific sensorimotor, cognitive, and psychosocial aspects of performance. Table 7-1 contains a list of common referral complaints addressed by occupational