LEADER 01035cam0-22003851i-450- 001 990005952540403321 005 20130606122759.0 035 $a000595254 035 $aFED01000595254 035 $a(Aleph)000595254FED01 035 $a000595254 100 $a20000112d1974----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $a<>diritto delle consuetudini e degli usi$fCajo Enrico Balossini 210 $aMilano$cGiuffrè$d1974 215 $a362 p.$d25 cm 676 $a346.07 676 $a346 676 $a345.5 700 1$aBalossini,$bCajo Enrico$0191753 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990005952540403321 952 $aDPR 6/356$b5081$fDEC 952 $aDPR 6/356$b5081$fDEC 952 $aVIII G 246$b106922$fFGBC 952 $aA-23$b292$fDDRC 952 $aA-24$b676$fDDRC 952 $aI C 434$b26145*$fFGBC 959 $aFGBC 959 $aDDRC 996 $aDiritto delle consuetudini e degli usi$9584325 997 $aUNINA LEADER 01205nam 2200253la 450 001 9910481904803321 005 20221108051722.0 035 $a(UK-CbPIL)2090300529 035 $a(CKB)5500000000086823 035 $a(EXLCZ)995500000000086823 100 $a20210618d1628 uy | 101 0 $adut 135 $aurcn||||a|bb| 200 10$aHistorie van Br. Cornelis Adriaensz. van Dordrecht, Minnebroeder tot Brugge inde welke verhaalt wert de discipline en secrete penitentie oft geesselinge by hem gebruykt ... als ook mede s?ne ... sermoonen, die h? binnen Brugge gepredikt heeft$b[electronic resource] 210 $aNetherlands $c[s.n.]$d1628 215 $aOnline resource (2 dl, 8°) 300 $aReproduction of original in Koninklijke Bibliotheek, Nationale bibliotheek van Nederland. 700 $aAnon$0815482 801 0$bUk-CbPIL 801 1$bUk-CbPIL 906 $aBOOK 912 $a9910481904803321 996 $aHistorie van Br. Cornelis Adriaensz. van Dordrecht, Minnebroeder tot Brugge inde welke verhaalt wert de discipline en secrete penitentie oft geesselinge by hem gebruykt ... als ook mede s?ne ... sermoonen, die h? binnen Brugge gepredikt heeft$92190608 997 $aUNINA LEADER 04098nam 22006975 450 001 9910842488103321 005 20250807132302.0 010 $a9783031525094 010 $a3031525094 024 7 $a10.1007/978-3-031-52509-4 035 $a(MiAaPQ)EBC31206096 035 $a(Au-PeEL)EBL31206096 035 $a(DE-He213)978-3-031-52509-4 035 $a(CKB)30815009600041 035 $a(OCoLC)1426020684 035 $a(EXLCZ)9930815009600041 100 $a20240308d2024 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTransdisciplinary Teaching in Inclusive Schools $ePromoting Transdisciplinary Education for Learners with Special Needs /$fby Heidi Flavian 205 $a1st ed. 2024. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2024. 215 $a1 online resource (174 pages) 225 1 $aTransdisciplinary Perspectives in Educational Research,$x2662-6705 ;$v8 311 08$a9783031525087 311 08$a3031525086 327 $a1. Transdisciplinary teaching; main concepts and perspectives -- 2. Thinking skills, mediation for thinking development, and transdisciplinary teaching -- 3. Transdisciplinary teaching for learners with Attention Deficit Hyperactivity Disorder; ADHD -- 4. Transdisciplinary teaching for learners with Autism Spectrum Disorder; ASD -- 5. Transdisciplinary teaching for learners with sensory impairments and challenges -- 6. Transdisciplinary teaching in intercultural learning communities -- 7. Summary. 330 $a This book offers opportunities for better understanding teachers? unique challenges when planning teaching sessions for learners with special needs, based on the transdisciplinary approach. The work also presents some of the core learning strategies teachers may incorporate into their teaching processes in order to promote transdisciplinary learning among learners with special needs. From a theoretical perspective, this book discusses a variety of advantages and disadvantages transdisciplinary educators may encounter, and promotes educators' development of their own vision of this area. Although the concept of special needs is often over-generalized, this book relates to the most common types of special needs among learners who study in inclusive schools: learners from different cultural background, learners with Attention Deficit Hyperactive Disability (ADHD), learners with Autism Spectrum Disorder (ASD), and learners with sensory or motor challenges. A special chapter is dedicated to each of those groups in order to closely examine how teachers can teach those learners according to the transdisciplinary approach in practice, in inclusive classrooms. While each chapter presents different perspectives of learners with special needs, the book?s summary integrates them all and highlights the commonalities between the various needs. 410 0$aTransdisciplinary Perspectives in Educational Research,$x2662-6705 ;$v8 606 $aTeaching 606 $aInclusive education 606 $aPeople with disabilities$xEducation 606 $aDevelopmental psychology 606 $aMotor ability in children 606 $aPedagogy 606 $aInclusive Education 606 $aEducation and Disability 606 $aDevelopmental Disabilities 606 $aMotor Skills Development 615 0$aTeaching. 615 0$aInclusive education. 615 0$aPeople with disabilities$xEducation. 615 0$aDevelopmental psychology. 615 0$aMotor ability in children. 615 14$aPedagogy. 615 24$aInclusive Education. 615 24$aEducation and Disability. 615 24$aDevelopmental Disabilities. 615 24$aMotor Skills Development. 676 $a370 700 $aFlavian$b Heidi$01690689 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910842488103321 996 $aTransdisciplinary Teaching in Inclusive Schools$94148114 997 $aUNINA