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10.3280/rip2022oa15629

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Zitierungen des 10.3280/rip2022oa15629

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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 Zitierung

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 Zitierung

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.


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

https://doi.org/10.1142/4900


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

https://doi.org/10.1080/1061580412331303225


Unstructured Zitierung

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


Unstructured Zitierung

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