01084nam--2200361---450-99000617561020331620161027093040.0000617561USA01000617561(ALEPH)000617561USA0100061756120161027d2007----km-y0itay50------baitaITa---||||001yy<<La>> settimana santa a San Lucaa cura di Ignazio E. Buttittaimmagini di Angelo MaggioCatanzaroEtnovisioni200771 p.ill.22x22 cm1 CDCD audio a cura di Sergio SchiavoneFolcloreSicilia398BUTTITTA,Ignazio E.MAGGIO,AngeloSCHIAVONE,SergioITsalbcISBD990006175610203316XIV Misc..3. 12252388 L.M.XIV Misc..391793BKUMAPASSARO9020161027USA010926PASSARO9020161027USA010930Settimana santa a San Luca1394156UNISA01643nam 2200385 450 991013263200332120240213172712.01-4123-6018-8(CKB)3680000000165187(NjHacI)993680000000165187(EXLCZ)99368000000016518720240213d2007 uy 1freur|||||||||||txtrdacontentcrdamediacrrdacarrierLe débat sur les relations entre conscience de classe et conscience nationale au Québec de 1960 à 1976 /harles HalaryChicoutimi :J.-M. Tremblay,2007.1 online resource (32 pages)Classiques des sciences sociales ;2935Introduction -- La thèse de Léon Dion -- Les thèses de Jacques Dofny et de Marcel Rioux -- La thèse de Gilles Bourque et de Nicole Laurin-Frenette -- La thèse de Sheilagh Hodgins Milner et d'Henry Milner -- La thèse de Michel Van Schendel -- L'analyse de la question nationale en termes de contradiction principale et de contradiction secondaire -- Conclusion -- Bibliographie.Classiques des sciences sociales ;2935.Social classesClass consciousnessSocial classes.Class consciousness.305.5Halary Charles864219NjHacINjHaclBOOK9910132632003321Le débat sur les relations entre conscience de classe et conscience nationale au Québec de 1960 à 19762201908UNINA04980nam 2200601 450 991081607180332120230828233055.01-4833-6434-8(CKB)3710000000458786(EBL)1662753(OCoLC)923707803(MiAaPQ)EBC1662753(EXLCZ)99371000000045878620150822h20062006 uy 0engur|n|---|||||rdacontentrdamediardacarrierWorking with families and community agencies to support students with special needs a practical guide for every teacher /Jim Ysseldyke, Bob Algozzine ; acquisitions editor Kylee M. Liegl ; copy editor Marilyn Power Scott ; cover designer Michael DuboweThousand Oaks, California :Corwin Press,2006.©20061 online resource (121 p.)Practical Approach To Special Education For Every TeacherDescription based upon print version of record.1-4129-3898-8 Includes bibliographical references and index.""Cover""; ""Contents""; ""About a Practical Approach to Special Education for Every Teacher""; ""Acknowledgments""; ""About the Authors""; ""Self-Assessment 1""; ""Introduction to Working with Families and Community Agencies to Support Students with Special Needs""; ""Early Intervention""; ""Planning for Transition""; ""Family Involvement""; ""Community Collaboration""; ""Chapter 1 - What Should Every Teacher Know about Early Childhood Intervention?""; ""More Children Attend Preschool""; ""More Children Need Programs""; ""More Preschoolers Receive Special Education Services""""Federal Laws and Incentives""""Direct and Indirect Services""; ""Home-Based Programs""; ""Hospital-Based or Center-Based Programs""; ""Does Early Intervention Help?""; ""Head Start""; ""Ypsilanti Perry Preschool Project""; ""Chapter 2 - What are Transition Services and When are They Necessary?""; ""Types of Transitions""; ""Transition into School""; ""Transitions during School""; ""Everyday Transitions""; ""Transition in General Education Classrooms""; ""Dropping out of School""; ""Post-School Transition""; ""Employment and Financial Independence""; ""Competitive Employment""""Sheltered and Supported Employment""""Continued Education""; ""Chapter 3 - What Living Arrangements are Available to Adults with Special Needs?""; ""Group Homes""; ""Alternative Living Units""; ""Foster Homes""; ""Independent Living""; ""Institutions""; ""Chapter 4 - What Issues Should be Taken into Consideration When Working with Families?""; ""How Exceptionalities Affect Families""; ""Effects on Family Structure""; ""Family Concerns""; ""Transition to School""; ""Adolescence""; ""Post-School Transition""; ""Concerns of Families with Children Who are Gifted""; ""What the Research Says""""Change over Time""""Types of Family Involvement""; ""Overcoming Barriers to Homeâ€?School Collaboration""; ""Chapter 5 - How Should Schools Involve Community Agencies and Businesses?""; ""Business Involvement""; ""Special Programs""; ""Youth Apprenticeships""; ""Tech-Prep Programs""; ""School-Based Enterprises""; ""Chapter 6 - What are the Keys to Success in the Wider Context?""; ""Individualized Planning""; ""Commitment to Normal Life Experiences""; ""Compatible Physical Environment""; ""Commitment to Remedial Programming""; ""Encouraging Appropriate Behavior""; ""Lifelong Learning""""Chapter 7 - Working with Families and Agencies in Perspective""""Chapter 8 - What Have We Learned?""; ""Key Points""; ""Key Vocabulary""; ""Self-Assessment 2""; ""Answer Key for Self-Assessments""; ""On Your Own""; ""Resources""; ""Books""; ""Journals and Articles""; ""Organizations""; ""References""; ""Index""Teachers will find practical guidelines for collaborating with families, applying early childhood intervention, using transition services, involving community agencies and businesses, and identifying post-high school options.Practical approach to special education for every teacher.Children with disabilitiesEducationChildren with disabilitiesServices forSpecial educationParent participationChildren with disabilitiesEducation.Children with disabilitiesServices for.Special educationParent participation.371.904Ysseldyke James E.1628122Algozzine RobertLiegl Kylee M.Power MarilynDubowe MichaelMiAaPQMiAaPQMiAaPQBOOK9910816071803321Working with families and community agencies to support students with special needs4118861UNINA