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Artykuły w czasopismach na temat "Hearing support classes"
Luckner, John L. "Mainstreaming Hearing-Impaired Students". Language, Speech, and Hearing Services in Schools 22, nr 1 (styczeń 1991): 302–7. http://dx.doi.org/10.1044/0161-1461.2201.302.
Pełny tekst źródłaGrunblatt, Henna, i Lisa Daar. "A Support Program". Language, Speech, and Hearing Services in Schools 25, nr 2 (kwiecień 1994): 112–14. http://dx.doi.org/10.1044/0161-1461.2502.112.
Pełny tekst źródłaAiken, Milam, Jeanette Martin, Mahesh Vanjani i Randall Sexton. "Group Decision Support Systems in Higher Education". Journal of Educational Technology Systems 23, nr 1 (wrzesień 1994): 3–12. http://dx.doi.org/10.2190/7ehf-dbhv-c5g1-q3fe.
Pełny tekst źródłaKarasu, H. Pelin. "Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey". World Journal of Education 7, nr 4 (23.08.2017): 104. http://dx.doi.org/10.5430/wje.v7n4p104.
Pełny tekst źródłaNguyen Minh, Phuong. "CURRENT SITUATION OF THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS FOR CHILDREN WITH HEARING IMPAIRMENT AGED 3-6 YEARS IN INCLUSIVE KINDERGARTEN CLASSES". Journal of Science Educational Science 66, nr 5A (grudzień 2021): 66–74. http://dx.doi.org/10.18173/2354-1075.2021-0217.
Pełny tekst źródłaGormally, Cara. "Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes". CBE—Life Sciences Education 16, nr 1 (marzec 2017): ar6. http://dx.doi.org/10.1187/cbe.16-06-0194.
Pełny tekst źródłaKoroleva, I. V., G. Sh Tufatulin i M. S. Korkunova. "Model of development of the regional system of medical, psychological and pedagogical assistance to infants with hearing impairment". Russian Otorhinolaryngology 20, nr 1 (2021): 41–50. http://dx.doi.org/10.18692/1810-4800-2021-1-41-50.
Pełny tekst źródłaWerle, Gretchen D. "The Lived Experience of Violence: Using Storytelling as a Teaching Tool With Middle School Students". Journal of School Nursing 20, nr 2 (kwiecień 2004): 81–87. http://dx.doi.org/10.1177/10598405040200020501.
Pełny tekst źródłaAbdullina, K., i N. Zhienbayeva. "Features of the formation of communication activity of hearing-impaired students in the process of joint art-felting training". Pedagogy and Psychology 49, nr 4 (15.12.2021): 218–28. http://dx.doi.org/10.51889/2021-4.2077-6861.26.
Pełny tekst źródłaAndreev, V., A. Fominykh, O. Mikheeva, I. Konovalov i A. Morozov. "COMPENSATION FOR THE AGE GAP IN THE DEVELOPMENT OF SPEED ABILITIES IN SCHOOLCHILDREN WITH HEARING IMPAIRMENT AGED 11–12 YEARS BASED ON THE MEANS OF ATHLETICS". Human Sport Medicine 20, nr 3 (1.12.2020): 146–52. http://dx.doi.org/10.14529/hsm200317.
Pełny tekst źródłaRozprawy doktorskie na temat "Hearing support classes"
Chang, su-yu, i 張素玉. "The Investigation of support services for Hearing Impaired Students in inclusive classes of elementary schools in Kaohsiung city, Kaoshiung county, and Pintung city". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/36054212569493705463.
Pełny tekst źródła國立高雄師範大學
特殊教育學系
92
Abstract The purpose of this study was to explore teachers’ perception in services for hearing impaired students in inclusive classes. Questionnaires were sent to 60 teachers who taught regular classes at elementary schools in Kaohsiung city, Kaoshiung county, and Pintung city. All subjects had at least one hearing impaired student in the class. The questionnaire has eighty-five items of support services that were divided into four major categories, support in administration, in teaching, in school life adaptation, and for family. Subjects were asked to rate the degree of the importance for each service and the degree each service being provided. The study revealed the following. 1.More than 50% of the teachers rated all 85 services as important. 2.The average score rated by teachers in the degree of importance were above 3 for all four categories of support services, the highest possible score was 4. 3.As for the degree in which support service was provided, the average score rated by teachers was below three. The difference between the degree of importance and the degree of its being provided was significant for all four categories of support services (p<.05). Twelve background variables were analyzed to see if the difference was significant. Results showed that only one variable, to cut down the number of students in the class, was significant. (p<.05). 4.The three cities studied did not reveal any difference in the following three aspects regarding support services, the degree of importance, the degree of its being provided, and the discrepancy between them. 5.Kaohsiung city, Kaoshiung county, and Pintung city showed different pattern of results in cross comparison in four categories of support services.
Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s". Thesis, 2000. http://hdl.handle.net/1959.13/24905.
Pełny tekst źródłaPhD Doctorate
Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s". 2000. http://hdl.handle.net/1959.13/24905.
Pełny tekst źródłaPhD Doctorate
Książki na temat "Hearing support classes"
Trussell, Jessica W., i M. Christina Rivera. Word Identification and Adolescent Deaf and Hard-of-Hearing Readers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0011.
Pełny tekst źródłaMarschark, Marc, Shirin Antia i Harry Knoors, red. Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.001.0001.
Pełny tekst źródłaCzęści książek na temat "Hearing support classes"
Bortfeld, Heather, Kathleen Shaw i Nicole Depowski. "The Miracle Year". W Theoretical and Computational Models of Word Learning, 153–71. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2973-8.ch007.
Pełny tekst źródłaSantra, Soumen, i Arpan Deyasi. "Prototype Implementation of Innovative Braille Translator for the Visually Impaired With Hearing Deficiency". W Emerging Trends in IoT and Integration with Data Science, Cloud Computing, and Big Data Analytics, 272–90. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-4186-9.ch014.
Pełny tekst źródłaMinta, Michael D. "Introduction". W Oversight. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691149257.003.0001.
Pełny tekst źródłaStreszczenia konferencji na temat "Hearing support classes"
"Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4197.
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