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10.3280/rip2022oa15629

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Reference list of 10.3280/rip2022oa15629

Unstructured Citation

Bosio A.C., Graffigna G. e Barello S. (2021). Uno scenario transdisciplinare per la salute: nuovo paradigma per la psicologia e gli psicologi?. Psicologia della Salute, 24(2), 17-32.

https://doi.org/10.3280/PDS2021-002003


Unstructured Citation

Di Nuovo, A., Di Nuovo, S., Buono, S., Cutello, V. (2014). Benefits of fuzzy logic in the assessment of intellectual disability. IEEE International Conference Fuzzy Systems (FUZZ-IEEE), Beijing (pp. 1843-1850).

https://doi.org/10.1109/FUZZ-IEEE.2014.6891834


Unstructured Citation

Di Nuovo, S., Belluardo, G., Belluardo, D., Castiglia, D., Fanzone, M., Granata, S., & Notti, A. (2017). Le abilità di time processing nei Bisogni Educativi Speciali. Psicologia Clinica dello Sviluppo, 20, 121-141.


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NESSE - Network of Experts in Social Sciences of Education and Training (2012). Education and Disability/Special Needs. Policies and practices in education, training and employment for students with disabilities and special educational needs in the EU. European Commission, DG Education and Culture.


Unstructured Citation

Sousa, J. M., & Kaymak, U. (2002). Fuzzy decision making in modeling and control. World Scientific.

https://doi.org/10.1142/4900


Unstructured Citation

Stöber, J., & Pekrun, R. (2004). Advances in test anxiety research. Anxiety, Stress, and Coping, 17, 205-211.

https://doi.org/10.1080/1061580412331303225


Unstructured Citation

Watkins, A. (Ed.), (2007). Assessment in inclusive settings: Key issues for policy and practice, EADSN.


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WHO - World Health Organization (2001). International Classification of Functioning, Disability and Health (ICF).