The National Research and Education Network (NREN): Research and policy perspectives
In: Government publications review: an international journal, Band 19, Heft 5, S. 519-521
17 Ergebnisse
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In: Government publications review: an international journal, Band 19, Heft 5, S. 519-521
In: Government publications review: an international journal, Band 15, Heft 5, S. 421-437
In: Government publications review: an international journal, Band 15, Heft 2, S. 176-177
In: Government Publications Review, Band 15, S. 421-437
Structure of the OECD in relation to the flow of information; policies that restrict as well as promote the use of publications and services.
In: Government publications review: an international journal, Band 14, Heft 1, S. 117-118
In: Government publications review: an international journal, Band 12, Heft 6, S. 660-661
In: Government publications review: an international journal, Band 12, Heft 4, S. 368-369
In: Government publications review: an international journal, Band 12, Heft 2, S. 168-169
In: Government publications review: an international journal, Band 12, Heft 2, S. 168-169
In: Government publications review: an international journal, Band 11, Heft 5, S. 347-348
In: Government Publications Review, Band 11, S. 347-420
In: Government publications review: an international journal, Band 12, Heft 2, S. 143-154
In: Government Publications Review, Band 12, S. 143-154
In: Journal of government information: JGI ; an international review of policy, issues and resources, Band 22, Heft 5, S. 491-492
ISSN: 1352-0237
In: American annals of the deaf: AAD, Band 136, Heft 3, S. 265-269
ISSN: 1543-0375
Teachers in public schools now have more students with more severe disabilities than they did in the past. Unfortunately, efforts to provide them with a quality education have been hampered by a lack of focused instructional planning. This article describes an innovative program developed for deaf multihandicapped students that has created an integrated focus for instruction. The organizing framework for the program incorporates the Functional Skills Screening Inventory, a domain referenced assessment of living and working skills. This structured approach enables teachers to identify current functional levels, develop meaningful short- and long-term objectives, and monitor student progress throughout their educational programs. It also facilitates long-range planning and evaluation of the instructional program on an ongoing basis.