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Titlebook: Habilitation Planning for Adults with Disabilities; Robert L. Schalock,William E. Kiernan Book 1990 Springer-Verlag New York, Inc. 1990 Le

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樓主: Annihilate
31#
發(fā)表于 2025-3-26 21:18:25 | 只看該作者
32#
發(fā)表于 2025-3-27 02:54:47 | 只看該作者
https://doi.org/10.1007/978-981-99-6335-5ion, healthy life-styles, and stress management. To do otherwise would do an injustice to the concept of recreation not just for adults with disabilities but for all persons, and to overlook the significant trend in our current society toward health promotion and management.
33#
發(fā)表于 2025-3-27 09:01:48 | 只看該作者
https://doi.org/10.1007/978-3-319-50892-4 sequence of metaphors of people to adults with disabilities, one finds that unfortunately these persons have frequently suffered not so much from intellectual and physical disabilities as from the consequences of inappropriate and damaging metaphors. Thus, our purpose and goal for this chapter is t
34#
發(fā)表于 2025-3-27 11:29:55 | 只看該作者
35#
發(fā)表于 2025-3-27 17:23:42 | 只看該作者
https://doi.org/10.1007/978-1-4684-1548-3), will undoubtedly continue to make significant inroads into the nurturing tradition’s dominance of habilitation services. As one might suspect, these two types of managers differ on a number of dimensions such as those listed in Table 12.1. It may be informative for you to pause for a moment, and
36#
發(fā)表于 2025-3-27 18:43:56 | 只看該作者
37#
發(fā)表于 2025-3-28 01:00:44 | 只看該作者
38#
發(fā)表于 2025-3-28 03:19:16 | 只看該作者
Theodore P. Williams,B. N. BakerOne might say that one risk of not knowing where you are going is ending up in the wrong place. We hope to prevent that from happening to our readers by devoting this chapter to summarizing the philosophy, trends, and attitudes that reflect our current habilitation approach to adults with disabiliti
39#
發(fā)表于 2025-3-28 09:38:42 | 只看該作者
40#
發(fā)表于 2025-3-28 11:34:17 | 只看該作者
https://doi.org/10.1007/978-94-010-2809-7ivities involving hygiene, grooming, and eating (unless you are a typical college student and skipped breakfast). Then, you probably walked or drove to class or to your job where you exhibited language skills and either focused on learning or earning a living (which we will refer to henceforth as ec
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