盟军
发表于 2025-3-28 15:14:54
Kelsey J. Pritchard,Larry C. Jameshe disabled to receive non-compulsory education. After completing the 9-year compulsory education, children with special needs at regular schools can choose to continue to study at high schools or at secondary vocational education schools. More children with special needs choose vocational education
assail
发表于 2025-3-28 22:34:11
https://doi.org/10.1007/978-3-642-04519-6nnish basic education. It also examines the importance of supports required during the transition phase. Two examples of pupils with ASD (Kalle and Maija) are utilized to illustrate how to plan and support pupils with ASD during their initial post-school transition. Transitions are defined, after wh
CUMB
发表于 2025-3-29 02:07:20
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Cardiac
发表于 2025-3-29 03:50:16
2195-3473 ropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education978-981-13-8205-5978-981-13-8203-1Series ISSN 2195-3473 Series E-ISSN 2195-349X
肌肉
发表于 2025-3-29 10:45:20
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Pericarditis
发表于 2025-3-29 14:48:29
Patricia R. Recupero,Samara E. Harms, is also increasing gradually. Although China has not conducted a national epidemiological survey on ASD, according to surveys in Beijing, Shenzhen, Guangzhou, and other places, the ratio of people with ASD in China is about 1%, which suggests that the number of individuals with ASD in the country
averse
发表于 2025-3-29 17:07:04
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MURKY
发表于 2025-3-29 21:35:43
Gerard Costa,Carmen Rosa Noroñaional assessment tools are imported from abroad and seldom modified and lack reliability and validity, so they are not fully applicable to children with ASD in China. Few tools are independently researched and developed. These tools only include the Development Assessment Form for Children with ASD
有害处
发表于 2025-3-30 01:30:42
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责难
发表于 2025-3-30 05:38:46
Brett R. Kuhn,Zachary C. LaBrothild can study, for example, 50% of his or her lessons during 1 day in a mainstream classroom and the rest of the lessons in a special classroom. Nevertheless, the educational placement of a child with ASD is always decided individually, and, whenever possible, placement is to be in a mainstream cla