LEADER 00833cam0-22003011i-450- 001 990000191950403321 005 20060526104011.0 035 $a000019195 035 $aFED01000019195 035 $a(Aleph)000019195FED01 035 $a000019195 100 $a20020821g19499999km-y0itay50------ba 101 0 $afre 105 $ay-------001yy 200 1 $aTraité théorique et pratique des engrenages$fpar G. Henriot 210 $aParis$cDunod$d1949- 215 $av.$d24 cm 327 0 $a1.: Théorie et technologie 610 0 $aIngranaggi 676 $a620.1 700 1$aHenriot,$bGeorges$01018 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000191950403321 952 $a13 C 73 06$b19939$fFINBC 959 $aFINBC 996 $aTraité théorique et pratique des engrenages$9122594 997 $aUNINA LEADER 00882nam0-22003131i-450- 001 990000795600403321 005 20001010 035 $a000079560 035 $aFED01000079560 035 $a(Aleph)000079560FED01 035 $a000079560 100 $a20001010d--------km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aChiese di Lecce$ftesto di Mario De Marco$gfoto di Pierluigi Bolognini 210 $aCavallino di Lecce$cCapone$dstampa 1994 215 $a144 p.$cin gran parte ill.$d31 cm 300 $aIn custodia 610 0 $aLECCE$aChiese$aSec. 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X D 39$g1$i2002000068125$lle002$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i12619206$z08-10-03 996 $aHistoire et l'inconscient humain$9153548 997 $aUNISALENTO 998 $ale002$b08-10-03$cm$da $e-$ffre$gsz $h2$i1 LEADER 04465nam 2200565 450 001 9910813412503321 005 20230803220425.0 010 $a0-85700-785-8 035 $a(CKB)2550000001160111 035 $a(EBL)1561084 035 $a(OCoLC)867652509 035 $a(SSID)ssj0001081501 035 $a(PQKBManifestationID)11587070 035 $a(PQKBTitleCode)TC0001081501 035 $a(PQKBWorkID)11078251 035 $a(PQKB)11265948 035 $a(MiAaPQ)EBC1561084 035 $a(EXLCZ)992550000001160111 100 $a20111102d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSupporting college and university students with invisible disabilities $ea guide for faculty and staff working with students with autism, AD/HD, language processing disorders, anxiety, and mental illness /$fChristy Oslund 210 1$aLondon ;$aPhiladelphia :$cJessica Kingsley Publishers,$d2014. 215 $a1 online resource (162 p.) 300 $aDescription based upon print version of record. 311 $a1-84905-955-1 311 $a1-306-12065-9 320 $aIncludes bibliographical references and index. 327 $aSUPPORTING COLLEGE AND UNIVERSITY STUDENTS with INVISIBLE DISABILITIES: A GUIDE FOR FACULTY AND STAFF WORKING WITH STUDENTS WITH AUTISM, AD/HD, LANGUAGE PROCESSING DISORDERS, ANXIETY, AND MENTAL ILLNESS; Introduction; A true story from the classroom; Diversity among the similarly disabled; Audience and intent; Correct terminology; One-Dispelling Myths; Anxiety disorder: everyone has it or no one has it; Anxiety disorder: tough it out and you will conquer your anxiety; Accommodations: extended time for tests can be an unfair advantage 327 $aAccommodations: I have to know exactly what a person's disability is in order to accurately accommodate him or herInvisible disability means "easy to fake" or doctors will give you documentation for any invisible disability you claim you have; Two-How Legalities and New Students WillChange Post-Secondary Work; Disability is only one source of stress; More time for testing; more versions of a test?; Sorry but spelling and grammar cannot always count; Disabled students are not more responsible than other students; Three-Autism Spectrum Disorders, IncludingAsperger's Syndrome; Background 327 $aGroup identityPhysiology; Comorbid disorders; Presentation; Support; Public figures; Four-Attention Deficit/Hyperactive Disorder (AD/HD); Background; Group identity; Physiology; Comorbid disorders; Presentation; Support; Public figures; Five-Language Processing Disorders, Including Dyslexia; Background; Group identity; Physiology; Comorbid disorders; Presentation; Support; Public figures; Six-Generalized Anxiety Disorder and ObsessiveCompulsive Disorder; Background; Explanation; Group identity; Physiology; Comorbid disorders; Presentation; Support; Public figures 327 $aSeven-Affective/Mood DisordersBackground; Group identity; Physiology; Comorbid disorders; Presentation; Support; Public figures; Eight-Universal Design and Lecture Hall Based Classes; Transitioning to universal; Enriched environments; Teaching practices; Administrative considerations; Nine-Universal Design in the Smaller Classroom; Class format; Teacher engagement; Teaching practices; Administrative considerations; Ten-Institutional Policy; Mental health; Employee workloads, retention, and support; Expectations of faculty and requisite support; Family expectations; Disabled faculty and staff 327 $aReferencesBlank Page; Index 330 $aThis useful handbook provides university faculty and staff with an overview of invisible disabilities, such as autism, AD/HD, dyslexia, OCD and affective disorders, and facilitates an understanding of the unique needs of these students. Practical chapters provide ideas for adapting teaching methods and offering accommodations. 606 $aCollege students with disabilities 606 $aPeople with disabilities$xEducation 615 0$aCollege students with disabilities. 615 0$aPeople with disabilities$xEducation. 676 $a371.9/0474 700 $aOslund$b Christy$01592959 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910813412503321 996 $aSupporting college and university students with invisible disabilities$93912854 997 $aUNINA