The effective teachers guide to moderate, severe and profound learning difficulties (cognitive impairments) : practical strategies / Michael Farrell.

By:

Farrell, Michael, 1948-

Publication details: London ; New York : Routledge, 2012.Edition: 2nd edDescription: vii, 96 p. ; 23 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9780415693875 (pbk.) :
041569387X (pbk.) :

Subject(s):

LOC classification:

LC4717 .F38 2012

Contents:

Chapter 1. Introduction -- Chapter 2. Mild cognitive impairment -- Chapter 3. Moderate to severe cognitive impairment -- Chapter 4. Profound cognitive impairment -- Chapter 5. Conditions and factors associated with cognitive impairment -- Chapter 6. Summary and conclusion.

Holdings
Item type	Current library	Home library	Shelving location	Call number	Status	Barcode
Books	American University in Dubai	American University in Dubai	Main Collection	LC 4717 .F38 2012 (Browse shelf(Opens below))	Available	5067571

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Previous	LC 4713.4 .F74 1998 Right-brained children in a left-brained world : unlocking the potential of your ADD child /	LC 4713.4 .R54 2005 How to reach and teach children with ADD/ADHD : practical techniques, strategies, and interventions /	LC 4713.4 .R54 2005 How to reach and teach children with ADD/ADHD : practical techniques, strategies, and interventions /	LC 4717 .F38 2012 The effective teachers guide to moderate, severe and profound learning difficulties (cognitive impairments) : practical strategies /	LC 4717 .F465 2012 Social skills success for students with autism/Asperger's : helping adolescents on the spectrum to fit in /	LC 4801 .F53 2011 Understanding and managing emotional and behavior disorders in the classroom /	LC 4814 .U5 A44 2017 Challenges facing students with vision impairment at UAE higher educational institutions /	Next

Includes bibliographical references (p. [85]-90) and index.

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The effective teachers guide to moderate, severe and profound learning difficulties (cognitive impairments) : practical strategies / Michael Farrell.

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