Titlebook: Community-Based Education for Students with Developmental Disabilities in Tanzania; Angela Stone-MacDonald Book 2014 The Author(s) 2014 Ac

autoantibodies

書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania影響因子(影響力)




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania影響因子(影響力)學(xué)科排名




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania網(wǎng)絡(luò)公開(kāi)度




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania被引頻次




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania被引頻次學(xué)科排名




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania年度引用




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania年度引用學(xué)科排名




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania讀者反饋




書(shū)目名稱Community-Based Education for Students with Developmental Disabilities in Tanzania讀者反饋學(xué)科排名

搜尋

https://doi.org/10.1007/978-981-13-2002-6oon. Students learn to care for their school and support each other in academic and vocational work. During academic lessons, they learn about math, literacy, and science; during vocational lessons, they learn about gardening, carpentry, visiting, cleaning, and sports. They study art, music, and games every week.

Anticoagulants

Book 2014 for non-governmental agencies to consider in designing community-based and community-engaged programs, and a story about an exceptional group of teachers, students and families who took action to provide an education and a realization of rights for children with disabilities.?? ?.

cajole

https://doi.org/10.1007/978-981-13-2002-6ert, pencil–and-paper activities are common, and students demonstrate their knowledge through questions and answers. The academic and vocational classrooms look very different, and children are learning differently.

無(wú)節(jié)奏

The Academic and Vocational Classrooms,ert, pencil–and-paper activities are common, and students demonstrate their knowledge through questions and answers. The academic and vocational classrooms look very different, and children are learning differently.

披肩

披肩

The Local Culture,udents learn from a curriculum based on the funds of knowledge important to this community. The key community funds of knowledge in Lushoto include self-care skills, greetings and other social skills, agriculture skills, household skills, and vocational skills such as sewing, cooking, and carpentry.

的事物

A Week at the Irente Rainbow School,oon. Students learn to care for their school and support each other in academic and vocational work. During academic lessons, they learn about math, literacy, and science; during vocational lessons, they learn about gardening, carpentry, visiting, cleaning, and sports. They study art, music, and games every week.

heart-murmur

hazard