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Books on the topic 'Special children institution'

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Published: 4 June 2021
Last updated: 8 February 2022

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1

Cervoni, Annie. La pédagogie dans les institutions thérapeutiques. Paris: Presses universitaires de France, 1986.

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2

Cole, Ted. Residential special education: Living and learning in a special school. Milton Keynes, England: Open University Press, 1986.

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3

Nestorova, Sofii︠a︡. Nie, det︠s︡ata ot domovete. Plovdiv: Zhanet 45, 2012.

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4

Mathieu-Cabouat, Sophie. L' éducation spéciale des handicapés: Institutions et contrats. Paris: Litec, 1987.

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5

Neretina, Tat'yana. Correctional and educational work with preschool children with mental retardation. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1031594.

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The textbook allows you to master the organization of the correctional and educational process with older preschoolers with mental retardation in the conditions of a preschool educational organization. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Pedagogical education", "Special (defectological) education", profiles "Preschool defectology", "Speech Therapy" of all forms of education, as well as for teachers of general education and special (correctional) educational institutions, parents, preschool teachers, psychologists, defectologists, speech therapists and other specialists.
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6

Plaksina, Lyubov', Liliya Druzhinina, and Larisa Osipova. Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1045009.

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The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" , for students of advanced training and retraining courses in the field of special and inclusive education.
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7

International, Seminar on Children in need with a. special focus on revolutionary Ethiopia children's amba experience (1986 Adis Ababa Ethiopia). Proceedings of the international seminar on children in need, with special focus on revolutionary Ethiopia children's amba experience, May 5-9, 1986. Stockholm: Rädda Barnen, 1986.

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8

1960-, Otto-Schindler Martina, ed. "-- Und irgendwann wühlt man sich wieder ans Tageslicht": Ansprüche und Formen sozialpädagogischen Handelns von Heimerzieherinnen und Heimerziehern. Frankfurt am Main: P. Lang, 1992.

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9

Laxton, Mike. A report on the requirement and necessity for special care and high support residential child care provision in Ireland. [Ireland]: [M. Laxton], 1998.

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10

Karaseva, Tat'yana, Svetlana Tolstova, Sergey Tolstov, and Svetlana Vorob'eva. Methods of hygienic education of children with intellectual disabilities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1042675.

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The textbook contains theoretical aspects of hygiene education for children with intellectual disabilities, a program of hygiene education, as well as a methodology for evaluating its effectiveness. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of pedagogical and psychological areas of training of teachers, doctors, specialists of special educational institutions, boarding schools for children with intellectual disabilities, parents raising children with disabilities.
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11

Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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12

Tkacheva, Viktoriya. Psycho-correction work with families of children with disabilities. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24759.

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In the educational-methodical manual deals with theoretical and conceptual frameworks, practical methods and techniques of psychological assistance to parents and other relatives of a child with disabilities. The quality of teaching materials presented United by a common concept three technologies of psychocorrectional work with families of children with disabilities: methods of psychological assistance to families raising children with disabilities V. Tkachova; technology differentiated approach in the psychological work with parents of children with disabilities, developed by E. V. Ustinova; technology "Mozart" a systemic approach to family therapy N. P. Bolotova. A teaching manual is addressed to psychologists, speech pathologists and other professionals working in the system, both General and special education, in social assistance centres for families and children, rehabilitation centres, health institutions which support the families raising children with disabilities. The book can be useful for teachers of preschool and school educational institutions, use of inclusive forms of education, and representatives of parent and of public associations.
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13

New York (State). Office of the Special Deputy Comptroller for the City of New York. New York City Human Resources Administration, Office of Special Services for Children, educational services to children in foster care. [New York, N.Y.]: Office of the New York State Comptroller, Office of the Special Deputy Comptroller for the City of New York, 1987.

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14

Carman, Gary O. Evaluation criteria for special education in residential schools. Washington, DC: Child Welfare League of America, 1991.

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15

Émilie, Garcia Ballester, ed. Polyphonies en internat: Paroles de professionnels de collectivités de l'Aide sociale à l'enfance. Nîmes: Champ social éditions, 2012.

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16

Azova, Ol'ga, Elena D'yakova, Zhanna Antipova, and Mariya Vorob'eva. Speech therapy technologies. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1038017.

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The textbook discusses the features of the formation of speech and motor functions in children, as well as their disorders. Technologies of examination of the pronouncing side of speech, lexical and grammatical structure of language and coherent speech, tempo-rhythmic organization of speech and motor functions in children are presented. The methods and techniques of diagnostics, criteria for assessing the violation of the formation of functions are described in detail. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training 44.03.03 "Special (defectological) education" (bachelor's level). It may be useful for undergraduate students studying in the areas of training 44.03.02 "Psychological and pedagogical education" and 44.03.01 "Pedagogical education" - future primary school teachers. It is recommended for the examination of all components of speech and motor functions in children with various disorders.
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17

Pasternak, Nina, and Aleksandr Asmolov. Raising a child. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1008484.

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The textbook covers the problems of age-related development of a child from a preschool child to a teenager. Special attention is paid to the problem of the integrity of the child's intellectual and personal development, as well as the value of each of the age stages. The problem of minimizing the risks of school failure of a child, as well as the risks of maladaptation of behavior in adolescence, is considered. Special attention is paid to the problems and risks of virtual communication among teenagers. Recommendations are given for taking into account the individual characteristics of children and adolescents in learning and development. Meets the requirements of Federal state educational standards of higher education of the latest generation. For students and postgraduates of higher educational institutions of pedagogical profile, teachers and parents.
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18

Wisconsin. Legislature. Legislative Council. Special Committee on Child Welfare Provider Rate Implementation. Special Committee on Child Welfare Provider Rate Implementation: 2009 Assembly Bill 780 and 2009 Senate Bill 567. Madison, WI: Wisconsin Legislative Council, 2010.

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19

Gerasimov, Sergey, and Irina Skovorodkina. Tolerance education in Junior schoolchildren. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084985.

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The textbook presents the methodology of solving the problem of formation of tolerance in children of primary school age, the analysis of the legal framework of education for peace, non-violence, human rights and tolerance. Special attention is paid to the theoretical and practical aspects of tolerance in primary school children, didactic tools, the characteristics of the system of pedagogical means of education of tolerance at pupils of elementary school. Consists of a Preface, three chapters, conclusion, Glossary, bibliography and applications. Includes tables and diagrams that can be used in practical lessons with students of pedagogical colleges and universities. Each paragraph has a list of questions for self-examination and in-depth study delineated in this range of problems, exercises, assignments, a list of recommended literature. Intended for students of pedagogical colleges and educational institutions of higher education, and also for listeners of system of improvement of qualification and retraining of teachers.
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20

Association of Institutions and Initiatives for the Care of Mentally Retarded Children in West and Central Africa. Nigerian Branch. National Workshop. Curriculum for training teachers of middle & low level manpower and teaching mentally retarded children in Nigeria: Proceedings of the Second Annual National Workshop of the Nigerian Branch of the Association of Institutions and Initiatives for the Care of Mentally Retarded Children in West and Central Africa. Abakpa-Nike, Enugu: Therapeutic Day Care Centre, 1993.

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21

Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA special review: Children's advocacy centers appear beneficial but have limited accountability. Tallahassee, Fla: The Office, 2002.

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22

School, Massachusetts Hospital. An assessment of the impact and effectiveness of special education services provided by the Bureau of Institutional Schools for the physically handicapped students at the Massachusetts Hospital School during the 1986-87 school year. Canton, Mass.]: Massachusetts Hospital School, 1987.

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23

Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA special review: Escape from Martin Treatment Center for Sexually Violent Predators. [Tallahassee, Fla.]: The Office, 2000.

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24

Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.

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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the direction of training "Special (defectological) education" at the bachelor's and master's level, as well as specialists (defectologists, psychologists, social educators) of educational, social and interdepartmental institutions that implement programs of comprehensive psychological and pedagogical assistance to children with psychophysical development disorders of infancy and early age.
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25

Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA special review: Residential mental health assessment process working well with minor delays. [Tallahassee, Fla.]: The Office, 2003.

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26

Office, General Accounting. Supplemental security income: Disability program vulnerable to applicant fraud when middlemen are used : report to the Chairman, Special Committee on Aging, U.S. Senate. Washington, D.C: The Office, 1995.

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27

O, McDowelle James, ed. Administering preschool programs in public schools: Practicioner's handbook. San Diego, Calif: Singular Pub. Group, 1993.

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28

L, Wilson Brian, ed. Models of music therapy interventions in school settings: From institution to inclusion. Silver Spring, MD: National Association for Music Therapy, 1996.

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29

Institution of the Holy Childhood, for the redemption of the children of infidels: Under the special patronage of the Archbishops and Bishops. [Montréal?: s.n.], 1994.

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30

RESIDENTIAL SPEC EDUC PB (Children With Special Needs Series). Open University, 1986.

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31

Kippax, Rod. Disrupting Schools: The Institutional Conditions of Disordered Behaviour. Lang Publishing, Incorporated, Peter, 2019.

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32

Kippax, Rod. Disrupting Schools: The Institutional Conditions of Disordered Behaviour. Lang Publishing, Incorporated, Peter, 2019.

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33

Clipa, Otilia, and Małgorzata Stawiak-Ososińska. Trends and Prospects of the Education System and Educators’ Professional Training Development. Edited by Mariia Oliinyk. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.

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The monograph presents the results of international research activities on the pedagogical education and professional training development in the modern socio-cultural environment. Theoretical and methodological principles of the professional training for future specialists in the field of pedagogy and educational policy strategy during socio-economic changes in Ukraine and EU countries are studied, common conceptual trajectories of the preschool education modernization are offered. Psychological, pedagogical and social aspects of education for children of different age categories and children with special educational needs are substantiated. Particular attention is paid to the use of innovative technologies in the educational process. The progressive ideas of Vasyl Sukhomlynsky’s pedagogical heritage in the practice of a modern educational institution are highlighted. The work is intended for research and scientific-pedagogical workers in the field of education, graduate students, students, as well as professionals who are interested in modern approaches to pedagogical education and professional training.
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34

Drifte, Collette. Early Learning Goals for Children with Special Needs: Learning Through Play. Taylor & Francis Group, 2016.

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35

Early Learning Goals for Children with Special Needs: Learning Through Play. David Fulton Publish, 2002.

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36

Evaluation Criteria for Special Education in Residential Settings. CWLA Press (Child Welfare League of America), 1991.

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37

Educational Resources Information Center (U.S.), ed. A brief overview of nine states' funding policies for the education of children residing in State Department of Mental Health or Department of Mental Retardation facilities: A product of Project FORUM at NASDSE. Alexandria, Va: National Association of State Directors of Special Education, 1991.

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38

Busi, Kimberly, and Kristin Berman. Integration and Dynamic Adaptation in the Formation of a Novel 2e School Model. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0020.

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Education for twice exceptional (2e) children has proven to be a dilemma for many institutions as these children bring many complexities requiring a diverse and integrated group of professionals working together. As 2e children grow in a setting that can address their need for self-regulation, executive functioning, support of learning differences, and advanced level academics, professionals must continually assess and adapt their practices. The Quad Preparatory School has developed a model that integrates best practices from the fields of psychology, speech pathology, occupational therapy, special education, and gifted pedagogy employing instruction in a one-on-one setting adding group work when children are ready. The model uses a curriculum framework providing a context for studies in all disciplines leading to project work initiated by the strengths and interests of the students. The model has been successful in its use of dynamic adaptation to personalize the educational experience of 2e children.
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39

Lévay, Miklós. Youth Justice in Hungary During the 20th and 21st Centuries. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935383.013.69.

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Juvenile justice systems are not static constructions but are highly dependent on the cultural, historical, and political environment. Therefore, analyses cannot provide a complete picture of them without explaining the effects of these to the development of the system. To encourage precise understanding on the main issues and institutions of the contemporary Hungarian juvenile justice system, this essay uses developmental and cultural perspectives, focusing on the introduction of formal law and legal practice. In this framework the author explains special characteristics of the Hungarian system, such as the traditional two-tiered justice system, the types and practice of deprivation of liberty of juveniles, the development of the consideration of culpability and maturity of delinquent children, and the limited overlap with child welfare. Beyond historical explanations, the author provides a contemporary evaluation of this development and points out the weakest areas with respect to international children’s rights.
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40

Scott, Oz, and Richard Pryor. Bustin' loose. 2005.

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41

1951-, Golden Janet Lynne, ed. Infant asylums and children's hospitals: Medical dilemmas and developments, 1850-1920 : an anthology of sources. New York: Garland Pub., 1989.

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42

Scott, Eric L., Christopher Keary, Jennifer M. King, Charles H. Zeanah, and Christopher J. McDougle. Reactive Attachment Disorder and Disinhibited Social Engagement Disorder. Edited by Frederick J. Stoddard, David M. Benedek, Mohammed R. Milad, and Robert J. Ursano. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190457136.003.0002.

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Although social abnormalities in young children raised in abnormal environments have been described for many years, it was not until the publication of the third edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) that reactive attachment disorder (RAD) appeared in psychiatric nosologies. The disorder described aberrant social behaviors in young children that were believed to derive from being reared in caregiving environments lacking in species-typical nurturance and stimulation, such as in instances of maltreatment or institutional rearing. Subsequent to the original description of the disorder, criteria in the fifth edition of the DSM have been revised, bifurcating RAD into separate diagnoses. This chapter describes features, characteristics, and treatment considerations for RAD and disinhibited social engagement disorder.
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43

Golden, Janet. Infant Asylums and Children's Hospitals: Medical Dilemmas and Developments, 1850-1920 (Medical Care in the United States). Taylor & Francis, 1988.

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44

Kern, Lee. Supporting students with emotional and behavioral problems: Prevention and intervention strategies. 2016.

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45

Graham, Patricia Albjerg. Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.001.0001.

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In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.
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46

O, Ebigbo P., and Association of Institutions and Initiatives for the Care of the Mentally Handicapped Children in West and Central Africa., eds. A panoramic view of mental disability in Nigeria: Proceedings of the sixth annual general meeting and scientific conference of the Association of Institutions and Initiatives for the Care of the Mentally Handicapped Children in West and Central Africa (AIICMHCWCA), Nigerian Chapter, held at the Federal College of Education (Special) Oyo, Oyo State, Nigeria from 11th-14th November, 1997. Enugu: Association of Institutions and Initiatives for the Care of the Mentally Handicapped Children in West and Central Africa in conjunction with Therapeutic Day Care Centre, 1999.

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47

Assaad, Ragui, and Mongi Boughzala, eds. The Tunisian Labor Market in an Era of Transition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799863.001.0001.

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This book offers a comprehensive and deep examination of the key labor market issues in Tunisia, including the size, structure, and evolution of the labor force, employment and unemployment, wage formation, gender differences, education, and migration. Unemployment has been the most challenging issue for decades. Because it has been persistently high and particularly acute for youth, university graduates, and women, special attention is paid to youth and women in the labor market and to the structure, education, and evolution of the labor force. Despite the falling-off of its population growth, Tunisia continues to experience strong labor supply pressures due to the rapid growth of higher education graduates and the mismatch between the skills produced by the education system and those needed by the market. The lack of good formal jobs, the segmentation of the labor market and the income and wage inequalities are also the outcome of the regulations and institutions governing the labor market. Women in the lagging regions and educated young women face the most serious insertion challenges. Yet, young women’s educational attainment has exceeded that of young men. And women have also made substantial progress in gaining greater control over their lives and their wellbeing. Although severe forms of child labor are not widespread, 6 percent of children are involved in unpaid activities within the household, and dropout of school remains an important issue. The evolution and effects of migration are also examined.
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48

Foreign assistance: Evaluation of aid to the Hungarian National Assembly : report to the Chairman, Special Task Force on the Development of Parliamentary Institutions in Eastern Europe, House of Representatives. Washington, D.C: The Office, 1992.

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49

McDowelle, James O., and Patricia S. Miller. Administering Preschool Programs in Public Schools: A Practitioner's Handbook. Singular Publishing Group, 1992.

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