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The complete guide to Asperger's syndrome / / Tony Attwood
| The complete guide to Asperger's syndrome / / Tony Attwood |
| Autore | Attwood Anthony |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London : , : Jessica Kingsley Publishers Library, , 2008 |
| Descrizione fisica | 1 online resource (401 p.) |
| Disciplina | 616.85/8832 |
| Soggetto topico |
Asperger's syndrome in adolescence
Asperger's syndrome in children Asperger's syndrome |
| ISBN |
9786610929757
9781805014300 1805014307 9781849857895 184985789X 9781280929755 1280929758 9781846425592 184642559X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What is Asperger's syndrome? -- The diagnosis -- Social understanding and friendship -- Teasing and bullying -- Theory of mind -- The understanding and expression of emotions -- Special interests -- Language -- Cognitive abilities -- Movement and coordination -- Sensory sensitivity -- Life after school : college and career -- Long-term relationships -- Psychotherapy -- Frequently asked questions. |
| Record Nr. | UNINA-9910955131903321 |
Attwood Anthony
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| London : , : Jessica Kingsley Publishers Library, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational provision for children with autism and Asperger Syndrome : meeting their needs / / Glenys Jones
| Educational provision for children with autism and Asperger Syndrome : meeting their needs / / Glenys Jones |
| Autore | Jones Glenys <1944-, > |
| Pubbl/distr/stampa | London : , : David Fulton Publishers Ltd., , 2002 |
| Descrizione fisica | 1 online resource (147 p.) |
| Disciplina | 371.9/4 |
| Soggetto topico |
Special education
Autistic children Autistic children - Education Autism in children Asperger's syndrome in children |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-45669-6
1-299-48460-3 1-136-61165-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Title; Copyright; Contents; Dedication; Glossary; 1 Autistic spectrum disorders and implications for education; 2 Identification and diagnosis; 3 Educational provision; 4 Educational interventions; 5 Assessment for planning teaching strategies and managing behaviour; 6 Support from adults and pupils; 7 Life beyond school; Appendix 1: Proforma for tracking the educational provision made for pupils with autistic spectrum disorders; References; Useful websites; Index |
| Record Nr. | UNINA-9910452975203321 |
|
Jones Glenys <1944-, >
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| London : , : David Fulton Publishers Ltd., , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational provision for children with autism and Asperger Syndrome : meeting their needs / / Glenys Jones
| Educational provision for children with autism and Asperger Syndrome : meeting their needs / / Glenys Jones |
| Autore | Jones Glenys <1944-, > |
| Pubbl/distr/stampa | London : , : David Fulton Publishers Ltd., , 2002 |
| Descrizione fisica | 1 online resource (147 p.) |
| Disciplina | 371.9/4 |
| Soggetto topico |
Special education
Autistic children Autistic children - Education Autism in children Asperger's syndrome in children |
| ISBN |
1-136-61164-9
0-203-45669-6 1-299-48460-3 1-136-61165-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Title; Copyright; Contents; Dedication; Glossary; 1 Autistic spectrum disorders and implications for education; 2 Identification and diagnosis; 3 Educational provision; 4 Educational interventions; 5 Assessment for planning teaching strategies and managing behaviour; 6 Support from adults and pupils; 7 Life beyond school; Appendix 1: Proforma for tracking the educational provision made for pupils with autistic spectrum disorders; References; Useful websites; Index |
| Record Nr. | UNINA-9910779663403321 |
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Jones Glenys <1944-, >
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| London : , : David Fulton Publishers Ltd., , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to make school make sense [[electronic resource] ] : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence
| How to make school make sense [[electronic resource] ] : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence |
| Autore | Lawrence Clare |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (130 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education
Education - Parent participation Asperger's syndrome in children |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-90486-1
1-4356-8608-X 1-84642-834-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; How to Make School Make Sense: A Parents' Guide to Helping the Child with Asperger Syndrome; Contents; Foreword; Preface; Chapter 1 Where Do We Start? What You Can Doby Yourself as Parent(s); 1.1 Get involved; 1.2 Provide organization help for your child; 1.3 Make the school aware of your child's home-based strengths; 1.4 Make the teacher aware of what motivates your child; 1.5 Form a group with other parents of pupils with AS -within school or in your area; 1.6 Involve specialists; 1.7 Share responsibility for your child's learning; 1.8 Be involved fully in reviews
1.9 Share home or school information 1.10 Find out about visits (both to school and out of school); 1.11 Discuss the issue of homework; 1.12 Provide continuity during holiday times; 1.13 Invite members of staff home, especially the class teacher; 1.14 Be aware of the school's anti-bullying policies,and be prepared to become involved quickly if issues arise; Chapter 2 Looking for Help Within the Classroom; 2.1 Talk to the teacher about classroom look and layout; 2.2 Provide specifics that already work; 2.3 Be imaginative about TA support; 2.4 Provide or suggest a whole range of visual cues and clues 2.5 Ask that break-time rules be made explicit 2.6 Agree on rules of etiquette to avoid 'rudeness'; 2.7 Request differentiation to avoid problems; 2.8 Reproduce work to be done in a more accessible format; 2.9 Provide a laptop; 2.10 Discuss provision of a workstation; 2.11 Build a quiet area in class; 2.12 Work with the teacher on the use of language; 2.13 Ask that the learning goals of each session be made explicit, preferably in visual form; 2.14 Encourage peer support; 2.15 Value the work done by the class teacher and the TA; Chapter 3 Whole-school Solution; 3.1 Request explicit rules 3.2 Create a quiet space 3.3 Create break-time zones; 3.4 Draw together shared expertise and work on transitions; 3.5 Request a pupil 'incident log'; 3.6 Bells!; 3.7 Create occupational therapy sessions before ordering school; 3.8 Look at identification or directions around school; 3.9 Request social skills groups; 3.10 Have a whole-staff philosophy (including non-teaching staff); 3.11 Look at representation of pupils with AS; 3.12 Ask the school to provide a forum to put parents in touch with one another; 3.13 Educate or inform peers and peers' parents; 3.14 Consider siblings 3.15 Review sex education policy 3.16 Consider teacher personality; 3.17 Facilitate school-wide communication; Chapter 4 Quick Reference: What to Do when Things go Wrong; 4.1 Provide 'space'; 4.2 Do not punish the behaviour; 4.3 Treat the cause, not the effect, and provide an alternative response; 4.4 Don't reinforce the wrong behaviour; 4.5 Be your child's 'AS interpreter'; 4.6 Locate the trigger; 4.7 Check level of understanding; 4.8 Check that you are clear about what you want; 4.9 Consider giving up...; INDEX |
| Record Nr. | UNINA-9910453653703321 |
|
Lawrence Clare
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to make school make sense [[electronic resource] ] : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence
| How to make school make sense [[electronic resource] ] : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence |
| Autore | Lawrence Clare |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (130 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education
Education - Parent participation Asperger's syndrome in children |
| ISBN |
1-283-90486-1
1-4356-8608-X 1-84642-834-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; How to Make School Make Sense: A Parents' Guide to Helping the Child with Asperger Syndrome; Contents; Foreword; Preface; Chapter 1 Where Do We Start? What You Can Doby Yourself as Parent(s); 1.1 Get involved; 1.2 Provide organization help for your child; 1.3 Make the school aware of your child's home-based strengths; 1.4 Make the teacher aware of what motivates your child; 1.5 Form a group with other parents of pupils with AS -within school or in your area; 1.6 Involve specialists; 1.7 Share responsibility for your child's learning; 1.8 Be involved fully in reviews
1.9 Share home or school information 1.10 Find out about visits (both to school and out of school); 1.11 Discuss the issue of homework; 1.12 Provide continuity during holiday times; 1.13 Invite members of staff home, especially the class teacher; 1.14 Be aware of the school's anti-bullying policies,and be prepared to become involved quickly if issues arise; Chapter 2 Looking for Help Within the Classroom; 2.1 Talk to the teacher about classroom look and layout; 2.2 Provide specifics that already work; 2.3 Be imaginative about TA support; 2.4 Provide or suggest a whole range of visual cues and clues 2.5 Ask that break-time rules be made explicit 2.6 Agree on rules of etiquette to avoid 'rudeness'; 2.7 Request differentiation to avoid problems; 2.8 Reproduce work to be done in a more accessible format; 2.9 Provide a laptop; 2.10 Discuss provision of a workstation; 2.11 Build a quiet area in class; 2.12 Work with the teacher on the use of language; 2.13 Ask that the learning goals of each session be made explicit, preferably in visual form; 2.14 Encourage peer support; 2.15 Value the work done by the class teacher and the TA; Chapter 3 Whole-school Solution; 3.1 Request explicit rules 3.2 Create a quiet space 3.3 Create break-time zones; 3.4 Draw together shared expertise and work on transitions; 3.5 Request a pupil 'incident log'; 3.6 Bells!; 3.7 Create occupational therapy sessions before ordering school; 3.8 Look at identification or directions around school; 3.9 Request social skills groups; 3.10 Have a whole-staff philosophy (including non-teaching staff); 3.11 Look at representation of pupils with AS; 3.12 Ask the school to provide a forum to put parents in touch with one another; 3.13 Educate or inform peers and peers' parents; 3.14 Consider siblings 3.15 Review sex education policy 3.16 Consider teacher personality; 3.17 Facilitate school-wide communication; Chapter 4 Quick Reference: What to Do when Things go Wrong; 4.1 Provide 'space'; 4.2 Do not punish the behaviour; 4.3 Treat the cause, not the effect, and provide an alternative response; 4.4 Don't reinforce the wrong behaviour; 4.5 Be your child's 'AS interpreter'; 4.6 Locate the trigger; 4.7 Check level of understanding; 4.8 Check that you are clear about what you want; 4.9 Consider giving up...; INDEX |
| Record Nr. | UNINA-9910782318103321 |
|
Lawrence Clare
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to make school make sense : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence
| How to make school make sense : a parents' guide to helping the child with Asperger syndrome / / Clare Lawrence |
| Autore | Lawrence Clare |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (130 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education
Education - Parent participation Asperger's syndrome in children |
| ISBN |
9781283904865
1283904861 9781435686083 143568608X 9781846428340 1846428343 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; How to Make School Make Sense: A Parents' Guide to Helping the Child with Asperger Syndrome; Contents; Foreword; Preface; Chapter 1 Where Do We Start? What You Can Doby Yourself as Parent(s); 1.1 Get involved; 1.2 Provide organization help for your child; 1.3 Make the school aware of your child's home-based strengths; 1.4 Make the teacher aware of what motivates your child; 1.5 Form a group with other parents of pupils with AS -within school or in your area; 1.6 Involve specialists; 1.7 Share responsibility for your child's learning; 1.8 Be involved fully in reviews
1.9 Share home or school information 1.10 Find out about visits (both to school and out of school); 1.11 Discuss the issue of homework; 1.12 Provide continuity during holiday times; 1.13 Invite members of staff home, especially the class teacher; 1.14 Be aware of the school's anti-bullying policies,and be prepared to become involved quickly if issues arise; Chapter 2 Looking for Help Within the Classroom; 2.1 Talk to the teacher about classroom look and layout; 2.2 Provide specifics that already work; 2.3 Be imaginative about TA support; 2.4 Provide or suggest a whole range of visual cues and clues 2.5 Ask that break-time rules be made explicit 2.6 Agree on rules of etiquette to avoid 'rudeness'; 2.7 Request differentiation to avoid problems; 2.8 Reproduce work to be done in a more accessible format; 2.9 Provide a laptop; 2.10 Discuss provision of a workstation; 2.11 Build a quiet area in class; 2.12 Work with the teacher on the use of language; 2.13 Ask that the learning goals of each session be made explicit, preferably in visual form; 2.14 Encourage peer support; 2.15 Value the work done by the class teacher and the TA; Chapter 3 Whole-school Solution; 3.1 Request explicit rules 3.2 Create a quiet space 3.3 Create break-time zones; 3.4 Draw together shared expertise and work on transitions; 3.5 Request a pupil 'incident log'; 3.6 Bells!; 3.7 Create occupational therapy sessions before ordering school; 3.8 Look at identification or directions around school; 3.9 Request social skills groups; 3.10 Have a whole-staff philosophy (including non-teaching staff); 3.11 Look at representation of pupils with AS; 3.12 Ask the school to provide a forum to put parents in touch with one another; 3.13 Educate or inform peers and peers' parents; 3.14 Consider siblings 3.15 Review sex education policy 3.16 Consider teacher personality; 3.17 Facilitate school-wide communication; Chapter 4 Quick Reference: What to Do when Things go Wrong; 4.1 Provide 'space'; 4.2 Do not punish the behaviour; 4.3 Treat the cause, not the effect, and provide an alternative response; 4.4 Don't reinforce the wrong behaviour; 4.5 Be your child's 'AS interpreter'; 4.6 Locate the trigger; 4.7 Check level of understanding; 4.8 Check that you are clear about what you want; 4.9 Consider giving up...; INDEX |
| Record Nr. | UNINA-9910970417103321 |
|
Lawrence Clare
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| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Life at the edge and beyond [[electronic resource] ] : living with ADHD and Asperger syndrome / / Jan Greenman ; foreword by James Gray
| Life at the edge and beyond [[electronic resource] ] : living with ADHD and Asperger syndrome / / Jan Greenman ; foreword by James Gray |
| Autore | Greenman Jan |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley, 2010 |
| Descrizione fisica | 1 online resource (210 p.) |
| Disciplina | 618.92858832092 |
| Soggetto topico |
Asperger's syndrome in children
Attention-deficit hyperactivity disorder |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-90623-6
0-85700-299-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; Life at the Edge and Beyond: Living with ADHDand Asperger Syndrome; Contents; Acknowledgements; Foreword; Introduction; Part I: 1991 to 2004; 1. A Very Good Place to Start: The Beginning; 2. The Nightmare Begins; 3. Going for Broke; 4. Savour the Moment; 5. Consequence, Cause and Effect; 6. Labelling of Luke: ADHD; 7. Turn on the Light: Language Taken Literally; 8. Black and White; 9. Labelling of Luke: Asperger Syndrome; 10. Siblings: Abbi's Chapter; 11. Friend or Foe?; 12. Professionals: Just the Few; 13. Sad, Mad but Not Bad; 14. Call Me Nigel; 15. Education, War and Peace
Part II: 200416. The End...of Life at The Edge; Part III: 2005 to 2007; 17. Beyond The Edge; Part IV: 2007 to 2009; 18. Life at The Edge Becomes a Book!; 19. Nigel Mansell, Pinstripes and Parliament; 20. Dubai: Customs and Contraband; 21. Luke Tips over the Edge of Reason; 22. Trust, Trystan and Public Speaking; 23. Keith Lemon Has the Last Word, Literally |
| Record Nr. | UNINA-9910465193803321 |
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Greenman Jan
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||
| London ; ; Philadelphia, : Jessica Kingsley, 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Life at the edge and beyond [[electronic resource] ] : living with ADHD and Asperger syndrome / / Jan Greenman ; foreword by James Gray
| Life at the edge and beyond [[electronic resource] ] : living with ADHD and Asperger syndrome / / Jan Greenman ; foreword by James Gray |
| Autore | Greenman Jan |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley, 2010 |
| Descrizione fisica | 1 online resource (210 p.) |
| Disciplina | 618.92858832092 |
| Soggetto topico |
Asperger's syndrome in children
Attention-deficit hyperactivity disorder |
| ISBN |
1-283-90623-6
0-85700-299-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; Life at the Edge and Beyond: Living with ADHDand Asperger Syndrome; Contents; Acknowledgements; Foreword; Introduction; Part I: 1991 to 2004; 1. A Very Good Place to Start: The Beginning; 2. The Nightmare Begins; 3. Going for Broke; 4. Savour the Moment; 5. Consequence, Cause and Effect; 6. Labelling of Luke: ADHD; 7. Turn on the Light: Language Taken Literally; 8. Black and White; 9. Labelling of Luke: Asperger Syndrome; 10. Siblings: Abbi's Chapter; 11. Friend or Foe?; 12. Professionals: Just the Few; 13. Sad, Mad but Not Bad; 14. Call Me Nigel; 15. Education, War and Peace
Part II: 200416. The End...of Life at The Edge; Part III: 2005 to 2007; 17. Beyond The Edge; Part IV: 2007 to 2009; 18. Life at The Edge Becomes a Book!; 19. Nigel Mansell, Pinstripes and Parliament; 20. Dubai: Customs and Contraband; 21. Luke Tips over the Edge of Reason; 22. Trust, Trystan and Public Speaking; 23. Keith Lemon Has the Last Word, Literally |
| Record Nr. | UNINA-9910791813203321 |
|
Greenman Jan
|
||
| London ; ; Philadelphia, : Jessica Kingsley, 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Life at the edge and beyond : living with ADHD and Asperger syndrome / / Jan Greenman ; foreword by James Gray
| Life at the edge and beyond : living with ADHD and Asperger syndrome / / Jan Greenman ; foreword by James Gray |
| Autore | Greenman Jan |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley, 2010 |
| Descrizione fisica | 1 online resource (210 p.) |
| Disciplina | 618.92858832092 |
| Soggetto topico |
Asperger's syndrome in children
Attention-deficit hyperactivity disorder |
| ISBN |
9781283906234
1283906236 9780857002990 0857002996 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; Life at the Edge and Beyond: Living with ADHDand Asperger Syndrome; Contents; Acknowledgements; Foreword; Introduction; Part I: 1991 to 2004; 1. A Very Good Place to Start: The Beginning; 2. The Nightmare Begins; 3. Going for Broke; 4. Savour the Moment; 5. Consequence, Cause and Effect; 6. Labelling of Luke: ADHD; 7. Turn on the Light: Language Taken Literally; 8. Black and White; 9. Labelling of Luke: Asperger Syndrome; 10. Siblings: Abbi's Chapter; 11. Friend or Foe?; 12. Professionals: Just the Few; 13. Sad, Mad but Not Bad; 14. Call Me Nigel; 15. Education, War and Peace
Part II: 200416. The End...of Life at The Edge; Part III: 2005 to 2007; 17. Beyond The Edge; Part IV: 2007 to 2009; 18. Life at The Edge Becomes a Book!; 19. Nigel Mansell, Pinstripes and Parliament; 20. Dubai: Customs and Contraband; 21. Luke Tips over the Edge of Reason; 22. Trust, Trystan and Public Speaking; 23. Keith Lemon Has the Last Word, Literally |
| Record Nr. | UNINA-9910958580703321 |
|
Greenman Jan
|
||
| London ; ; Philadelphia, : Jessica Kingsley, 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Living your best life with Asperger's syndrome [[electronic resource] ] : how a young boy and his mother deal with the challenges and joys of being eleven, brilliant and socially absent / / Karra Barber
| Living your best life with Asperger's syndrome [[electronic resource] ] : how a young boy and his mother deal with the challenges and joys of being eleven, brilliant and socially absent / / Karra Barber |
| Autore | Barber-Wada Karra |
| Pubbl/distr/stampa | London, : Paul Chapman, 2006 |
| Descrizione fisica | 1 online resource (vi, 119 p.) |
| Disciplina | 618.928588320092 |
| Collana | Lucky Duck Books |
| Soggetto topico |
Asperger's syndrome in children
Asperger's syndrome - Patients Asperger's syndrome - Patients - Family relationships |
| ISBN |
1-281-24497-X
9786611244972 1-84787-866-0 1-84860-564-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Acknowledgements; Introduction; Chapter 1 - History; Chapter 2 - Grade School; Chapter 3 - Resources; Chapter 4 - Borrowed Text; Chapter 5 - Concrete Thinking; Chapter 6 - Perspective Taking; Chapter 7 - The Literal Child; Chapter 8 - Thomas-isms; Chapter 0 - Advocacy; Chapter 10 - Final Thoughts; Epilogue; Appendix; References |
| Record Nr. | UNINA-9910784725703321 |
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Barber-Wada Karra
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| London, : Paul Chapman, 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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