01183nam--2200349---450-99000238427020331620091215122448.0000238427USA01000238427(ALEPH)000238427USA0100023842720050131d1962----km-y0itay0103----baitaIT||||||||001yy<<La>> disciplina giuridica dell'abitazione all'insegnamento mediocommento sistematico alle norme ed ai programmiTullio ZagoMilanoGiuffré1962230 p.22 cmBiblioteca della Rivista giuridica della scuola22001Biblioteca della Rivista giuridica della scuola22001001-------2001ZAGO,Tullio32812ITsalbcISBD990002384270203316XXIV.3. Coll. 5/ 2 (Coll YQ 2)39210 G.XXIV.3. Coll. 5/ 2 (Coll YQ)00262232BKGIUSIAV11020050131USA011732RSIAV29020091215USA011224Disciplina giuridica dell'abitazione all'insegnamento medio1064270UNISA03555nam 2200577 450 991048048050332120170822114608.01-4522-7697-81-4522-7700-11-4522-7701-X(CKB)3710000000333649(EBL)1157289(OCoLC)900086969(SSID)ssj0001400513(PQKBManifestationID)12547371(PQKBTitleCode)TC0001400513(PQKBWorkID)11344136(PQKB)11137050(MiAaPQ)EBC1157289(StDuBDS)EDZ0000996569(EXLCZ)99371000000033364920141202d2013 fy| 0engur|n|---|||||txtccrStrategy instruction for middle and secondary students with mild disabilities creating independent learners /Greg Conderman, Laura Hedin, Val BresnahanThousand Oaks, Calif. :Corwin,[2013]?20131 online resource (305 p.)Description based upon print version of record.1-4129-9632-5 Includes bibliographical references at the end of each chapters and index.STRATEGY INSTRUCTION FOR MIDDLE AND SECONDARY STUDENTS WITH MILD DISABILITIES -FRONT COVER; STRATEGY INSTRUCTION FOR MIDDLE AND SECONDARY STUDENTS WITH MILD DISABILITIES; CONTENTS; PREFACE; ACKNOWLEDGMENTS; ABOUT THE AUTHORS; PART I: INTRODUCTION TO SECONDARY SPECIAL EDUCATION; CHAPTER 1: INSTRUCTIONAL APPROACHES AT THE SECONDARY LEVEL; CHAPTER 2: THE STRATEGIES APPROACH; PART II: INFORMAL ASSESSMENTS, IEPS, AND STRATEGIES; CHAPTER 3: VOCABULARY: INFORMAL ASSESSMENTS ; CHAPTER 4: VOCABULARY: METHODS AND STRATEGIES; CHAPTER 5: READING DECODING: INFORMAL ASSESSMENTSCHAPTER 6: READING DECODING: METHODS AND STRATEGIESCHAPTER 7: READING COMPREHENSION: INFORMAL ASSESSMENTS; CHAPTER 8: READING COMPREHENSION: METHODS AND STRATEGIES; CHAPTER 9: WRITTEN LANGUAGE: INFORMAL ASSESSMENTS; CHAPTER 10: WRITTEN LANGUAGE: METHODS AND STRATEGIES; CHAPTER 11: STUDY SKILLS: INFORMAL ASSESSMENTS; CHAPTER 12: STUDY SKILLS: METHODS AND STRATEGIES; CHAPTER 13: TEXTBOOK SKILLS: INFORMAL ASSESSMENTS; CHAPTER 14: TEXTBOOK SKILLS: METHODS AND STRATEGIES; CHAPTER 15: SELF-REGULATION: INFORMAL ASSESSMENTS; CHAPTER 16: SELF-REGULATION: METHODS AND STRATEGIESCHAPTER 17: MATHEMATICS: INFORMAL ASSESSMENTSCHAPTER 18: MATHEMATICS: METHODS AND STRATEGIES; CHAPTER 19: SCIENCE: INFORMAL ASSESSMENTS; CHAPTER 20: SCIENCE: METHODS AND STRATEGIES; APPENDICES; REFERENCES; INDEXThe pressure is on special and general education teachers alike. If we are to ensure that adolescents with mild disabilities achieve the very same gains as their peers, we must first teach them how to learn. This is a one-stop guide for getting started, pairing the very best instructional methods with assessments and IEP goals so all students can be independent learners.Learning disabled childrenEducation (Secondary)United StatesElectronic books.Learning disabled childrenEducation (Secondary)371.926Conderman Greg1033543Hedin LauraBresnahan ValStDuBDSStDuBDSBOOK9910480480503321Strategy instruction for middle and secondary students with mild disabilities2464789UNINA