01127nam a2200265 i 450099100044658970753620020506130549.0950518s1984 it ||| | ger b10701527-39ule_instEXGIL145642ExLBiblioteca Interfacoltàita457.38Tonelli, Livia154525Uberlegungen zur naturlichen Phonologie :kontrastive Analyse des Boznerischen und des Sudtiroler italienischen /Livia TonelliTrieste :Università degli studi di Trieste,1984227 p. ;28 cm.Monografie / Università degli studi di Trieste, Scuola superiore di lingue moderne per interpreti e traduttori ;23FonologiaLingua italiana.b1070152723-02-1728-06-02991000446589707536LE002 457.38 TONLE002 Filol. II A 4012002000464828le002-E0.00-l- 01110.i1079677028-06-02Uberlegungen zur naturlichen Phonologie909033UNISALENTOle00201-01-95ma -gerit 0101273nam0 22003131i 450 RML026671720231121125723.0047110406X20121121d1983 ||||0itac50 baenggbz01i xxxe z01nComputer modelling of electrical power systemsJ. Arrillaga, C. P. Arnold and B.J. HarkerChichester Wiley c1983xiv, 424 p.23 cmSistemi elettrici di potenzaFIRRMLC378018I621.3121Arrillaga, J.RMLV1554988232Arnold, C. P.RMLV1716588233Harker, B. J.RMLV171657ITIT-0120121121IT-FR0099 Biblioteca Area IngegneristicaFR0099 RML0266717Biblioteca Area Ingegneristica 54INGFA 621.31 ARR/2 54VM 0000371675 VM barcode:BAIN004395. - Inventario:132VMA 2003121020121204 54DII 621.31 ARR/2 54VM 0000371665 VM barcode:BAIN001112. - Inventario:2959DVMA 2005101420121204 54Computer modelling of electrical power systems3624828UNICAS04835nam 2200625 450 991082228020332120230721042541.01-4522-9539-51-4522-1113-2(CKB)3710000000456865(EBL)1367766(OCoLC)939262534(SSID)ssj0001531982(PQKBManifestationID)12590771(PQKBTitleCode)TC0001531982(PQKBWorkID)11472846(PQKB)10189319(MiAaPQ)EBC1367766(EXLCZ)99371000000045686520150812h20092009 uy 0engur|n|---|||||txtccrCreating inclusive learning environments for young children what to do on Monday morning /Clarissa WillisThousand Oaks, California :Corwin Press,2009.©20091 online resource (241 p.)Description based upon print version of record.1-4129-5719-2 1-4129-5718-4 Includes bibliographical references and index.Cover; Contents; Acknowledgments; About the Author; Introduction; Part I - Children with Special Needs in the Inclusive Classroom; Chapter 1 - Working with Children with Special Needs; Setting the Stage for Inclusion; Inclusion, Blending, and Reverse Mainstreaming; Why is Inclusion Important?; How Do I Develop a Philosophy of Meaningful Inclusion?; General Strategies for Working with Children with Special Needs; How Do I Get the Child's Family Involved?; Resources for Families; Working to "Enable" and "Empower" Families; Terms Used in this Chapter; Resources Used in this ChapterThe Research Says . . . Developmentally Appropriate Practices Must Apply to EveryoneChapter 2 - Blending the World of Special Education with General Education Services; Best Practices According to NAEYC and DEC; Constructivism Versus Behaviorism: Blending without Ignoring Best Practice; Using Observation Skills to Guide Instruction; The Teacher's Rules of the Road; Related Services; The Role of the Special Education Teacher; Working with Paraprofessionals and Instructional Assistants; Terms Used in this Chapter; Resources Used in this ChapterThe Research Says . . . What Early Childhood Practitioners Think about InclusionPart II - Who are the Children with Special Needs?; Chapter 3 - Children with Vision Impairments; What Causes Visual Impairments in Young Children?; How are Vision Impairments Classified?; How Do Children with Vision Impairments Learn?; Preparing the Early Childhood Environment; Suggestions for Children with Low Vision; Suggestions for Children Who are Blind or Severely Vision Impaired; Summary; Terms Used in this Chapter; The Research Says . . . Play Behaviors in Young Children Who are BlindChapter 4 - Children with Hearing LossWhat Determines the Degree of Hearing Loss?; So, What about Hearing Aids?; How will Hearing Loss Affect Children in My Classroom?; Communicating in the Classroom; Effects of Hearing Loss on Speech (Oral Language); Terms Used in this Chapter; Suggested Reading; The Research Says . . . Cochlear Implants can Result in Better Prosody; Chapter 5 - Children with Cognitive Challenges; Characteristics of Children with Cognitive Challenges; Educational Implications; What are Functional Skills and Why are They Important?What Do I Do First, Before Teaching a New Skill?How Exactly Does this All Fit Together?; Classroom Suggestions for Children with Cognitive Challenges; Terms Used in this Chapter; The Research Says . . . Social Development Across Time; Chapter 6 - Children with Atypical Motor Development; Muscle Tone; Cerebral Palsy; Fine and Gross Motor Skills; Positioning and Handling; Adaptive Equipment; Summary; Suggested Reading; Chapter 7 - Children with Communication Delays; Understanding the Child's "Form" of Communication; Function and Content of Communication; The Nonverbal ChildCleft Lip and PalateThis book provides information on common disabilities and practical strategies for creating inclusive environments and building student relationships.Children with disabilitiesEducationEarly childhood special educationInclusive educationChildren with disabilitiesEducation.Early childhood special education.Inclusive education.371.9/0472Willis Clarissa1714183MiAaPQMiAaPQMiAaPQBOOK9910822280203321Creating inclusive learning environments for young children4107781UNINA