LEADER 01250cam2 2200313 450 001 E600200013293 005 20200604094900.0 100 $a20051017d1956 |||||ita|0103 ba 101 $aita 102 $aIT 200 0 $a1$fErich Auerbach$gCon un saggio introduttivo di Aurelio Roncaglia 210 $aTorino$cEinaudi$dc1956 215 $aXL, 284 p.$d18 cm 225 2 $aPiccola biblioteca Einaudi$v49 410 1$1001LAEC00015152$12001 $a*Piccola biblioteca Einaudi$v49 461 1$1001SOBE00027417$12001 $aMimesis : il realismo nella letteratura occidentale / Erich Auerbach ; Con un saggio introduttivo di Aurelio Roncaglia 700 1$aAuerbach$b, Erich$3A600200031324$4070$0440065 702 1$aRoncaglia, Aurelio$3A600200027873$4070 801 0$aIT$bUNISOB$c20200604$gRICA 850 $aUNISOB 852 $aUNISOB$j800$m119683 852 $aUNISOB$j800$m11091 912 $aE600200013293 940 $aM 102 Monografia moderna SBN 941 $aM 957 $a800$b000466$i-1$gSi$d119683$hNegro$rdono$1catenacci$2UNISOB$3UNISOB$420051017062903.0$520120912103250.0$6bethb 957 $a800$b000066$i-1$gSI$d11091$racquisto$1bethb$2UNISOB$3UNISOB$420200604094820.0$520200604094900.0$6bethb 996 $a1$91672086 997 $aUNISOB LEADER 04903nam 2200601 450 001 9910797467003321 005 20230721042505.0 010 $a1-4522-9343-0 010 $a1-4522-9693-6 035 $a(CKB)3710000000456658 035 $a(EBL)1650628 035 $a(OCoLC)922907750 035 $a(MiAaPQ)EBC1994073 035 $a(EXLCZ)993710000000456658 100 $a20150824h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aSelf-determination $einstructional and assessment strategies /$fMichael L. Wehmeyer, Sharon L. Field ; acquisitions editor Kathleen McLane ; copy editor Colleen B. Brennan ; cover designer Scott Van Atta 210 1$aThousand Oaks, California :$cCorwin Press,$d2007. 210 4$dİ2007 215 $a1 online resource (208 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-2574-6 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Chapter 1 - Self-Determination: What is it and why is it Important to Students with Disabilities?""; "" Self-Determination: What is it?""; ""A Functional Model of Self-Determination""; ""A Five-Step Model of Self-Determination""; ""Self-Determination: Why is it Important to Students with Disabilities? ""; ""Impact of Promoting Component Elements of Self-Determined Behavior""; ""Impact of Promoting Self-Determination""; ""Chapter 2 - Self-Determination in the Era of Standards-Based Reform"" 327 $a""Promoting Self-Determination in the General Education Curriculum""""Self-Determination Content in General Education Standards""; ""Self-Determination and Curriculum Modifications""; ""Infusing Instruction into the General Education Curriculum ""; ""Planning""; ""Curriculum Content""; ""Chapter 3 - Educational Planning and Student Involvement""; ""IEP Planning, Access to the General Education Curriculum, and Self-Determination""; ""Supplementary Aids and Services""; ""Specially Designed Instruction""; ""Other Educational Needs"" 327 $a""Self-Advocacy and Student Involvement in Educational Planning""""Promoting Self-Advocacy""; ""Student Involvement in Educational Planning""; ""Chapter 4 - Schoolwide and Classroom Ecological Interventions""; ""Quality Indicators of Programmatic Efforts""; ""Quality Indicator #1: Knowledge, Skills, and Attitudes for Self-Determination are Addressed in the Curriculum, in Family Support Programs, and in Staff Development""; ""Quality Indicator #2: Students, Parents, and Staff are Involved Participants in Individualized Educational Decision Making and Planning"" 327 $a""Quality Indicator #3: Students, Families, Faculty, and Staff are Provided with Opportunities for Choice""""Quality Indicator #4: Students, Families, Faculty, and Staff are Encouraged to Take Appropriate Risks""; ""Quality Indicator #5: Supportive Relationships are Encouraged""; ""Quality Indicator #6: Accommodations and Supports for Individual Needs are Provided""; ""Quality Indicator #7: Students, Families, and Staff have the Opportunity to Express Themselves and be Understood""; ""Quality Indicator #8: Consequences for Actions are Predictable"" 327 $a""Quality Indicator #9: Self-Determination is Modeled Throughout the School Environment""""Chapter 5 - Teacher-Directed Instructional Strategies""; ""Learning Process Strategies""; ""Modeling and Mentors""; ""Cooperative Learning Groups""; ""Coaching""; ""Behavioral Strategies""; ""Teaching Component Elements of Self-Determined Behavior""; ""Teaching Goal Setting and Attainment""; ""Teaching Problem Solving""; ""Teaching Decision Making""; ""Fostering Self-Awareness and Self-Knowledge""; ""Promoting Choice Making""; ""Attribution Retraining""; ""Curricular Materials"" 327 $a""Chapter 6 - Student-Directed Learning and Peer-Mediated Instructional Strategies"" 330 $aThis teacher-friendly guide presents research-proven instructional techniques that empower students with disabilities to become their own advocates and use effective choice-making, problem-solving, and goal-setting skills. 606 $aChildren with disabilities$xEducation 606 $aAutonomy (Psychology) 606 $aChoice (Psychology) 615 0$aChildren with disabilities$xEducation. 615 0$aAutonomy (Psychology) 615 0$aChoice (Psychology) 676 $a371.9/043 700 $aWehmeyer$b Michael L.$0847670 702 $aField$b Sharon L. 702 $aMcLane$b Kathleen 702 $aBrennan$b Colleen B. 702 $aAtta$b Scott Van 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797467003321 996 $aSelf-determination$93711020 997 $aUNINA