Relevant bibliographies by topics / Visuel suggestion

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Academic literature on the topic 'Visuel suggestion'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Books on the topic "Visuel suggestion"

1

L, Corn Anne, ed. When you have a visually handicapped child in your classroom: Suggestions for teachers. 2nd ed. American Foundation for the Blind, 1990.

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2

Brennan, Vickie. Suggestions for modifying the home and school environment: A handbook for parents and teachers of children with dual sensory impairments. Perkins School for the Blind, 1992.

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Brennan, Vickie. Suggestions for modifying the home and school environment: A handbook for parents and teachers of children with dual sensory impairments. Perkins School for the Blind, 1992.

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4

Learning disabilities sourcebook: Basic consumer health information about dyslexia, dyscalculia, dysgraphia, speech and communication disorders, auditory and visual processing disorders, and other conditions that make learning difficult, including attention deficit hyperactivity disorder, down syndrome and other chromosomal disorders, fetal alcohol spectrum disorders, hearing and visual impairment, autism and other pervasive developmental disorders, and traumatic brain Injury; along with facts about diagnosing learning disabilities, early intervention, the special education process, legal protections, assistive technology, and accommodations, and guidelines for life-stage transitions, suggestions for coping with daily challenges, a glossary of related terms, and a directory of additional resources. 4th ed. Omnigraphics, 2012.

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5

Cumhaill, Clare Mac. Nonsense and Visual Evanescence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198722304.003.0014.

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I focus on a species of animal camouflage which is distinct from the cases of mimicry that have hitherto occupied philosophers of perception. In cases of what I call visual evanescence, the visible animal body can be said to ‘cease to appear’ and, in certain conditions, can even be said ‘to pass instead for an empty region’. I explain why certain structured visible patterns on the surface of the animal body can give rise to evanescence at a place and time, and how we should read such peculiar descriptive phenomenological claims. I conclude by suggesting that if my analysis is convincing we should be prepared to grant that empty space is seen— and that this is the primary lesson from visual evanescence.
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6

World History Connections to Today Color Transparencies with Lesson Suggestions. Prentice Hall, 1997.

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7

Canada. Dept. of External Affairs. and Canedex (Firm), eds. Canada : our place in the world: An interdisciplinary book suggesting aims and objectives, activities and resources. External Affairs Canada, 1987.

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8

Sofo, Elisa. I Can Read Tarot: A Beginners Guide to Reading Tarot with Tips and Suggestions for the Visual Learner. Perfect Timing Tarot, 2020.

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Sofo, Elisa. I Can Read Tarot: A Beginners Guide to Learning Tarot with Tips and Suggestions for the Visual Learner. Perfect Timing Tarot, 2020.

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10

Williams, Richard O., and Jeffrey Freed. The Spectrum of Twice Exceptional and Autistic Learners and Suggestions for Their Learning Styles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0014.

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This chapter compares the exceptionalities and learning disabilities found in twice exceptional (2e) learners with those of learners on the autistic spectrum who have identifiable autistic traits but not an autistic spectrum disorder diagnosis. Many autistic learners have similar exceptionalities to 2e learners, and the chapter presents genetic and neuroscience evidence to support the claim. It argues that many of the learning disabilities for each group result from unusual and exceptional sensory processing issues. In many cases hypersensitivity of the senses causes behavioral issues for the classroom and learning disabilities for the students. Both groups have very similar learning and cognitive styles and are excellent visual-spatial thinkers and learners. The chapter describes a spectrum that plots sensory traits, abilities and disabilities, exceptionalities, learning disabilities, and genetic mutations from mild to abundant. A list of teaching suggestions to accommodate the sensory and learning difficulties of the two groups is provided.
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