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. LA DISCAPACIDAD INTELECTUAL:
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2. Discapacidad Intelectual: modelos (bases, concepto, clasificacin y criterios diagnsticos, directrices intervencin).
1.1. Retraso mental como dficit.
1.2. El paradigma de los apoyos:
- AAMR (1992)
- AAMR (2002).
- AAID (2010).
2. Etiologa
3. Preguntas sobre discapacidad
3. MODELOS DE INTERVENCIN
4. MODELOS DE INTERVENCIN
5. MODELOS DE INTERVENCIN
6. MODELOS DE INTERVENCIN
7. MODELOS DE INTERVENCIN
8. MODELOS DE INTERVENCIN
9. MODELOS DE INTERVENCIN
10. EL PARADIGMA DE LOS APOYOS
11. EL PARADIGMA DE LOS APOYOS
12. EL PARADIGMA DE LOS APOYOS
13. EL PARADIGMA DE LOS APOYOS
14. EL PARADIGMA DE LOS APOYOS
15. EL PARADIGMA DE LOS APOYOS
16. EL PARADIGMA DE LOS APOYOS
17. EL PARADIGMA DE LOS APOYOS
18. EL PARADIGMA DE LOS APOYOS
19. EL PARADIGMA DE LOS APOYOS
20. EL PARADIGMA DE LOS APOYOS (1992)
21. EL PARADIGMA DE LOS APOYOS (1992)
22. EL PARADIGMA DE LOS APOYOS
23. EL PARADIGMA DE LOS APOYOS
24. EL PARADIGMA DE LOS APOYOS
25. EL PARADIGMA DE LOS APOYOS
26. EL PARADIGMA DE LOS APOYOS (1992)
27. EL PARADIGMA DE LOS APOYOS
28. EL PARADIGMA DE LOS APOYOS
29. EL PARADIGMA DE LOS APOYOS
31. EL PARADIGMA DE LOS APOYOS
32. EL PARADIGMA DE LOS APOYOS
33. EL PARADIGMA DE LOS APOYOS
34. CRITERIOS DIAGNSTICOS
35. CRITERIOS DIAGNSTICOS
36. CRITERIOS DIAGNSTICOS
37. EL PARADIGMA DE LOS APOYOS
38. EL PARADIGMA DE LOS APOYOS
39. EL PARADIGMA DE LOS APOYOS
40. EL PARADIGMA DE LOS APOYOS
41. EL PARADIGMA DE LOS APOYOS
42. EL PARADIGMA DE LOS APOYOS
43. EL PARADIGMA DE LOS APOYOS
44. EL PARADIGMA DE LOS APOYOS
45. EL PARADIGMA DE LOS APOYOS
46. EL PARADIGMA DE LOS APOYOS
47. EL PARADIGMA DE LOS APOYOS
48. EL PARADIGMA DE LOS APOYOS
49. EL PARADIGMA DE LOS APOYOS
50. EL PARADIGMA DE LOS APOYOS
51. MODELOS DE INTERVENCIN
52. MODELOS DE INTERVENCIN
53. MODELOS DE INTERVENCIN
54. EL PARADIGMA DE LOS APOYOS
55. EL PARADIGMA DE LOS APOYOS
64. Discapacidad Intelectual
65. Repercusiones de la DI sobre el desarrollo
66. DI. Caractersticas del Desarrollo
67. DI. Caractersticas del Desarrollo
68. DI. Caractersticas del Desarrollo
69. DI. Caractersticas del Desarrollo
70. DI. Caractersticas del Desarrollo
71. DI. Caractersticas del Desarrollo
72. DI. Caractersticas del Desarrollo
73. DI. Caractersticas del Desarrollo
74. DI. Caractersticas del Desarrollo
75. DI. Caractersticas del Desarrollo
76. DI. Caractersticas del Desarrollo
77. DI. Caractersticas del Desarrollo
78. DISCAPACIDAD INTELECTUAL: NEE
79. DISCAPACIDAD INTELECTUAL: NEE
80. DISCAPACIDAD INTELECTUAL: NEE
81. DISCAPACIDAD INTELECTUAL: NEE
82. DISCAPACIDAD INTELECTUAL: NEE
83. DISCAPACIDAD INTELECTUAL: NEE
84. DISCAPACIDAD INTELECTUAL: NEE
89. New BrunswickNew Brunswick
90. New BrunswickNew Brunswick
91. El proceso de planificacin: el equipo Making Action Plans:
MAPS is a seven question process for planning individual programming in an inclusive schooling environment. Usually all seven questions are the basis of the planning framework, although there may be some flexibility in the order of the questions or whether a question is used or not. The format will depend on the individual student being discussed.
Team: The team consists of the student, parents, family members, classmates and educational personnel.
Time: The planning time is minimal 3 hours and typically occurs in one or two sessions.
Environment: The participants sit in a semi circle. The facilitator sits at the open end of the circle.
Goal: Information and ideas generated are recorded on chart paper by the facilitator or a recorder.
MAPS is a seven question process for planning individual programming in an inclusive schooling environment. Usually all seven questions are the basis of the planning framework, although there may be some flexibility in the order of the questions or whether a question is used or not. The format will depend on the individual student being discussed.
Team: The team consists of the student, parents, family members, classmates and educational personnel.
Time: The planning time is minimal 3 hours and typically occurs in one or two sessions.
Environment: The participants sit in a semi circle. The facilitator sits at the open end of the circle.
Goal: Information and ideas generated are recorded on chart paper by the facilitator or a recorder. for successful inclusion.
The last request of the facilitator is to ask participants to give descriptive words for the MAPS process.
In order to retain perspective and a feeling of team effort, and to avoid feelings of pressure on the classroom teacher to do too many things at once, it is recommended that:
-actions to be initiated are prioritized Making Action Plans:
MAPS is a seven question process for planning individual programming in an inclusive schooling environment. Usually all seven questions are the basis of the planning framework, although there may be some flexibility in the order of the questions or whether a question is used or not. The format will depend on the individual student being discussed.
Team: The team consists of the student, parents, family members, classmates and educational personnel.
Time: The planning time is minimal 3 hours and typically occurs in one or two sessions.
Environment: The participants sit in a semi circle. The facilitator sits at the open end of the circle.
Goal: Information and ideas generated are recorded on chart paper by the facilitator or a recorder.
MAPS is a seven question process for planning individual programming in an inclusive schooling environment. Usually all seven questions are the basis of the planning framework, although there may be some flexibility in the order of the questions or whether a question is used or not. The format will depend on the individual student being discussed.
Team: The team consists of the student, parents, family members, classmates and educational personnel.
Time: The planning time is minimal 3 hours and typically occurs in one or two sessions.
Environment: The participants sit in a semi circle. The facilitator sits at the open end of the circle.
Goal: Information and ideas generated are recorded on chart paper by the facilitator or a recorder. for successful inclusion.
The last request of the facilitator is to ask participants to give descriptive words for the MAPS process.
In order to retain perspective and a feeling of team effort, and to avoid feelings of pressure on the classroom teacher to do too many things at once, it is recommended that:
-actions to be initiated are prioritized
92. New BrunswickNew Brunswick
93. Las 7 preguntas
94. El perfil de la persona