The document outlines a music day project where a student named Simone Helen Drumond Ishkanian taught music notes corresponding to letters of the alphabet, with repetitions of notes A through Z. Key details like the school, teacher, student name, grade and class are not provided. The project involved associating each letter of the alphabet with a musical note.
The document outlines a school project for Poetry Day where students will write poetic phrases, observe images and write poems, and learn about the poet Vinicius de Moraes through an alphabet activity where they write his name with the corresponding letters. The project is led by Simone Helen Drumond Ishkanian and involves leaving blanks for school, teacher, student, class and series details to be filled in.
The document is a school project about commemorative dates in April created by Simone Helen Drumond Ishkanian. It includes sections with the alphabet, congratulating the lunch lady, and celebrating books and Brazil. The project covers different topics to teach students about April holidays and events through various exercises and activities.
The document is a series of identical paragraphs that describe a work titled "Dia do Cabeleireiro" or "Hairdresser's Day" by Simone Helen Drumond Ischkanian. Each paragraph contains blank fields for school, teacher, student, grade, and class but is otherwise a repeat mentioning the title and author. The essential information provided is that the document discusses a work called "Hairdresser's Day" repeatedly over many copies of the same paragraph.
The document is a Portuguese alphabet book for children. It contains the uppercase and lowercase letters of the Portuguese alphabet written out repeatedly with the letter name. The book was written by Simone Helen Drumond Ishkanian and teaches young readers the alphabet through repetition of each letter in a simple, easy to understand format.
This document contains instructions and materials for a game to teach syllables and words to students. Pictures are provided of objects along with their syllable breaks. Word lists are also included to cut out and use in the game. The game aims to make learning syllables fun by associating them with pictures in an interactive way.
The document is a lesson plan about indigenous peoples and diversity presented by Simone Helen Drumond Ischkanian. It includes sections for the school, teacher, student, grade, class, and observations. The objective is to teach about Indigenous People's Day with a methodology involving student participation. Assessment will include student understanding of the content.
The document appears to be a lesson plan about indigenous peoples in Brazil. It includes sections for the school, teacher, student name and class details. The main topic is about diversity and indigenous peoples, authored by Simone Helen Drumond Ischkanian. Several sections are left blank for inputting objectives, methodology, and evaluation. The lesson aims to teach about the importance of indigenous peoples in Brazil.
The document is a school project titled "Natal é Tempo de Paz e Amor!" or "Christmas is a Time of Peace and Love" created by Simone Helen Drumond Ischkanian. Most of the document contains blank fields for school, teacher, student, class and grade information with the goal of the project stated at the top.
The document outlines a school project for Poetry Day where students will write poetic phrases, observe images and write poems, and learn about the poet Vinicius de Moraes through an alphabet activity where they write his name with the corresponding letters. The project is led by Simone Helen Drumond Ishkanian and involves leaving blanks for school, teacher, student, class and series details to be filled in.
The document is a school project about commemorative dates in April created by Simone Helen Drumond Ishkanian. It includes sections with the alphabet, congratulating the lunch lady, and celebrating books and Brazil. The project covers different topics to teach students about April holidays and events through various exercises and activities.
The document is a series of identical paragraphs that describe a work titled "Dia do Cabeleireiro" or "Hairdresser's Day" by Simone Helen Drumond Ischkanian. Each paragraph contains blank fields for school, teacher, student, grade, and class but is otherwise a repeat mentioning the title and author. The essential information provided is that the document discusses a work called "Hairdresser's Day" repeatedly over many copies of the same paragraph.
The document is a Portuguese alphabet book for children. It contains the uppercase and lowercase letters of the Portuguese alphabet written out repeatedly with the letter name. The book was written by Simone Helen Drumond Ishkanian and teaches young readers the alphabet through repetition of each letter in a simple, easy to understand format.
This document contains instructions and materials for a game to teach syllables and words to students. Pictures are provided of objects along with their syllable breaks. Word lists are also included to cut out and use in the game. The game aims to make learning syllables fun by associating them with pictures in an interactive way.
The document is a lesson plan about indigenous peoples and diversity presented by Simone Helen Drumond Ischkanian. It includes sections for the school, teacher, student, grade, class, and observations. The objective is to teach about Indigenous People's Day with a methodology involving student participation. Assessment will include student understanding of the content.
The document appears to be a lesson plan about indigenous peoples in Brazil. It includes sections for the school, teacher, student name and class details. The main topic is about diversity and indigenous peoples, authored by Simone Helen Drumond Ischkanian. Several sections are left blank for inputting objectives, methodology, and evaluation. The lesson aims to teach about the importance of indigenous peoples in Brazil.
The document is a school project titled "Natal é Tempo de Paz e Amor!" or "Christmas is a Time of Peace and Love" created by Simone Helen Drumond Ischkanian. Most of the document contains blank fields for school, teacher, student, class and grade information with the goal of the project stated at the top.
The document contains the alphabet from A to Z presented three times each by Simone Helen Drumond Ischkanian following the format of Todd Parr's alphabet book. For each letter, the name of the school, teacher, student, grade and class are left blank.
The document is a school project titled "Nosso Folclore" or "Our Folklore" created by Simone Helen Drumond Ischkanian. It contains repetitions of letters from A to Z and words like "folclore" and "curupira", which is a mythical creature from Brazilian folklore. The document leaves many fields blank for a student, teacher, school, class, and series to be filled in.
The document is about Brazilian inventors and includes sections on Alberto Santos Dumont, Chinese paper, and asks students to research an invention and the person who invented it. It was written by Simone Helen Drumond Ischkanian for a class taught by an unspecified professor. The class details like school, student, grade and section are not filled in.
The document discusses various projects planned by Simone Helen Drumond Ishkanian for celebrating different days and themes in schools. These include National Poetry Day, Animal Day, Library Day, School Day, Saint Joseph's Day, Storyteller Day, Theatre Day, World Youth Day, and Circus Day. Blank fields are included for inputting school, teacher, student, class, and source details.
The document is an educational workbook about the World Cup featuring pages for students to color in images related to the World Cup, including soccer players, national flags, and other illustrations. The workbook encourages students to color in drawings to learn about the World Cup tournament and participating nations.
The document discusses building a castle out of tin cans. It recommends congratulating the creators of the tin can castle for their work. It then lists materials needed like a party hat, paint, an empty clean can, brush, apron, and pen to decorate the castle. It encourages decorating the castle with scraps and painting it with care.
The document is a series of pages from a workbook or textbook. Each page contains blank fields for the school, teacher, student, grade, and class details but the name Todd Parr Alphabet and Simone Helen Drumond Ischkanian is printed at the bottom of each page.
The document outlines a school project on the legends of the Amazon region. It includes sections for students to fill in their school, teacher, student name, grade, and class. There are also sections for students to write about a specific legend from the Amazon, including a description and details. The document provides a framework for students to research and write about legends from the Amazon as part of a school assignment.
The document appears to be from a school and is about a student named Gabriel practicing writing his name. It consists of multiple pages with Gabriel's name written on each page in different forms as he works on improving his handwriting. The project is overseen by a teacher named Simone Helen Drumond Ishkhanian.
The document describes a school project to create an alphabet book for children. Each page features a letter of the alphabet handwritten five times, along with blank fields for information about the school, teacher, student, grade and class. The project was created by Simone Helen Drumond Ischkanian for National Book Day.
The document is a series of pages from a school workbook about elections and citizenship. It includes pages with questions, activities, and prompts for students to complete like coloring pages about voting and elections, counting letters in words, and writing sentences about elections. The workbook aims to teach students about the importance of voting and their civic duty.
The document contains repetitions of letters from the alphabet in Portuguese, presented by Simone Helen Drumond Ischkanian as a way to teach inclusion and the alphabet. Each letter is written out multiple times on its own page, with the letter repeated in various formats, including as single letters, words made of the letter, and letter shapes made of the letter. This continues for all 26 letters of the Portuguese alphabet in a repetitive format aimed at early education.
The document is a coloring book created by Simone Helen Drumond for students to color with care. It contains several pages with the same instructions for students to color carefully, and credits Simone Helen Drumond as the author on each page.
The document is a series of pages with the letters A-Z and words associated with each letter written by Simone Helen Drumond Ischkanian. The overall message promotes respect for races. Each page includes blank fields for school, teacher, student, grade and class but otherwise focuses on a single letter and corresponding word in Portuguese.
The document describes a project called "A Galinha Pintadinha no Universo Infantil" or "The Little Chicken in the Children's Universe" led by Simone Helen Drumond Ischkanian. The project involves activities for children learning the alphabet where each letter is accompanied by illustrations of butterflies and examples of names starting with that letter. It instructs students to decorate the initial letter of their own name.
The document is a repeated section about grafomotricidade (graphomotor skills) and autism education by Simone Helen Drumond Ishkanian. It consists of multiple copies of the same text with blank fields for school, teacher, student, class and series information. The document focuses on graphomotor skills and autism education.
The document contains over 50 repetitions of the same text promoting respect for races and listing blank fields for school, teacher, student, class and series information. The repeated text declares "LONG LIVE RESPECT FOR RACES!" and is signed by Simone Helen Drumond Ischkanian.
The document is a presentation on autism and education. It is authored by Simone Helen Drumond Ischkanian and discusses the TEACCH method. The presentation contains the author's name repeated across multiple slides with blank fields for school, teacher, student, grade, and class information. It also includes references to websites and the author's own blog that provide further information on TEACCH activities and autism in education.
The document is an educational packet created by Simone Helen Drumond for students to color in recognition of World Water Day on March 22nd. It contains blank fields for the student's school, teacher, name, grade, and class on each page along with the title "March 22nd - World Water Day" and the instruction "TO COLOR WITH GUSTO!". The packet is repeated with the same content across multiple pages.
The document contains materials for an educational activity on opposites for students. It includes sections for identifying the student's name, age, educator, and content area. There are templates for activity cards to cut out and plasticize, as well as instructions to assemble the materials into an album or folder. The document provides guidance on methodological procedures, resources, evaluation, and observations for the activity. It references an autism and education project using the TEACCH method developed by Simone Helen Drumond Ischkanian.
The document is about autism and education. It discusses the TEACCH method, which stands for Treatment and Education of Autistic and related Communication handicapped CHildren. The TEACCH method focuses on structuring the physical environment, using visual schedules and work systems. It aims to help autistic children better understand their daily routines and expectations. The document provides references on TEACCH activities and the author, Simone Helen Drumond Ischkanian.
The document contains the alphabet written out letter by letter using illustrations by Todd Parr. Each page features a letter written multiple times in colored text along with an illustration by Todd Parr depicting things starting with that letter.
The document contains the alphabet from A to Z presented three times each by Simone Helen Drumond Ischkanian following the format of Todd Parr's alphabet book. For each letter, the name of the school, teacher, student, grade and class are left blank.
The document is a school project titled "Nosso Folclore" or "Our Folklore" created by Simone Helen Drumond Ischkanian. It contains repetitions of letters from A to Z and words like "folclore" and "curupira", which is a mythical creature from Brazilian folklore. The document leaves many fields blank for a student, teacher, school, class, and series to be filled in.
The document is about Brazilian inventors and includes sections on Alberto Santos Dumont, Chinese paper, and asks students to research an invention and the person who invented it. It was written by Simone Helen Drumond Ischkanian for a class taught by an unspecified professor. The class details like school, student, grade and section are not filled in.
The document discusses various projects planned by Simone Helen Drumond Ishkanian for celebrating different days and themes in schools. These include National Poetry Day, Animal Day, Library Day, School Day, Saint Joseph's Day, Storyteller Day, Theatre Day, World Youth Day, and Circus Day. Blank fields are included for inputting school, teacher, student, class, and source details.
The document is an educational workbook about the World Cup featuring pages for students to color in images related to the World Cup, including soccer players, national flags, and other illustrations. The workbook encourages students to color in drawings to learn about the World Cup tournament and participating nations.
The document discusses building a castle out of tin cans. It recommends congratulating the creators of the tin can castle for their work. It then lists materials needed like a party hat, paint, an empty clean can, brush, apron, and pen to decorate the castle. It encourages decorating the castle with scraps and painting it with care.
The document is a series of pages from a workbook or textbook. Each page contains blank fields for the school, teacher, student, grade, and class details but the name Todd Parr Alphabet and Simone Helen Drumond Ischkanian is printed at the bottom of each page.
The document outlines a school project on the legends of the Amazon region. It includes sections for students to fill in their school, teacher, student name, grade, and class. There are also sections for students to write about a specific legend from the Amazon, including a description and details. The document provides a framework for students to research and write about legends from the Amazon as part of a school assignment.
The document appears to be from a school and is about a student named Gabriel practicing writing his name. It consists of multiple pages with Gabriel's name written on each page in different forms as he works on improving his handwriting. The project is overseen by a teacher named Simone Helen Drumond Ishkhanian.
The document describes a school project to create an alphabet book for children. Each page features a letter of the alphabet handwritten five times, along with blank fields for information about the school, teacher, student, grade and class. The project was created by Simone Helen Drumond Ischkanian for National Book Day.
The document is a series of pages from a school workbook about elections and citizenship. It includes pages with questions, activities, and prompts for students to complete like coloring pages about voting and elections, counting letters in words, and writing sentences about elections. The workbook aims to teach students about the importance of voting and their civic duty.
The document contains repetitions of letters from the alphabet in Portuguese, presented by Simone Helen Drumond Ischkanian as a way to teach inclusion and the alphabet. Each letter is written out multiple times on its own page, with the letter repeated in various formats, including as single letters, words made of the letter, and letter shapes made of the letter. This continues for all 26 letters of the Portuguese alphabet in a repetitive format aimed at early education.
The document is a coloring book created by Simone Helen Drumond for students to color with care. It contains several pages with the same instructions for students to color carefully, and credits Simone Helen Drumond as the author on each page.
The document is a series of pages with the letters A-Z and words associated with each letter written by Simone Helen Drumond Ischkanian. The overall message promotes respect for races. Each page includes blank fields for school, teacher, student, grade and class but otherwise focuses on a single letter and corresponding word in Portuguese.
The document describes a project called "A Galinha Pintadinha no Universo Infantil" or "The Little Chicken in the Children's Universe" led by Simone Helen Drumond Ischkanian. The project involves activities for children learning the alphabet where each letter is accompanied by illustrations of butterflies and examples of names starting with that letter. It instructs students to decorate the initial letter of their own name.
The document is a repeated section about grafomotricidade (graphomotor skills) and autism education by Simone Helen Drumond Ishkanian. It consists of multiple copies of the same text with blank fields for school, teacher, student, class and series information. The document focuses on graphomotor skills and autism education.
The document contains over 50 repetitions of the same text promoting respect for races and listing blank fields for school, teacher, student, class and series information. The repeated text declares "LONG LIVE RESPECT FOR RACES!" and is signed by Simone Helen Drumond Ischkanian.
The document is a presentation on autism and education. It is authored by Simone Helen Drumond Ischkanian and discusses the TEACCH method. The presentation contains the author's name repeated across multiple slides with blank fields for school, teacher, student, grade, and class information. It also includes references to websites and the author's own blog that provide further information on TEACCH activities and autism in education.
The document is an educational packet created by Simone Helen Drumond for students to color in recognition of World Water Day on March 22nd. It contains blank fields for the student's school, teacher, name, grade, and class on each page along with the title "March 22nd - World Water Day" and the instruction "TO COLOR WITH GUSTO!". The packet is repeated with the same content across multiple pages.
The document contains materials for an educational activity on opposites for students. It includes sections for identifying the student's name, age, educator, and content area. There are templates for activity cards to cut out and plasticize, as well as instructions to assemble the materials into an album or folder. The document provides guidance on methodological procedures, resources, evaluation, and observations for the activity. It references an autism and education project using the TEACCH method developed by Simone Helen Drumond Ischkanian.
The document is about autism and education. It discusses the TEACCH method, which stands for Treatment and Education of Autistic and related Communication handicapped CHildren. The TEACCH method focuses on structuring the physical environment, using visual schedules and work systems. It aims to help autistic children better understand their daily routines and expectations. The document provides references on TEACCH activities and the author, Simone Helen Drumond Ischkanian.
The document contains the alphabet written out letter by letter using illustrations by Todd Parr. Each page features a letter written multiple times in colored text along with an illustration by Todd Parr depicting things starting with that letter.
The document is a repeated form about graphomotricity and autism education by Simone Helen Drumond Ishkanian. It contains many copies of the same form with blank fields for school, teacher, student, grade, and class. The form addresses the topic of graphomotricity in relation to autism education.
The document is a template about graphomotor skills and autism education, containing many repetitions of blank fields for school, teacher, student, grade and class details. It discusses the topic of graphomotor skills in relation to educating students with autism, but provides no substantial information beyond the title. The author's name is listed as Simone Helen Drumond Ishkanian.
The document is a series of pages from a workbook about autism and education. Each page contains spaces to fill in information about a school, teacher, student, grade, and class. Below this is repeated text about facial expressions and the author's name. There is no other substantive information provided across the many pages.
The document discusses autism and education, focusing on the TEACCH method. It includes the title "Autism and Education" and name of the author Simone Helen Drumond Ischkanian. References are provided for websites about TEACCH activities and the author's blog on living with autism. The project is titled "Autism and Education".
The document lists the numbers from 1 to 10 in Portuguese (um, dois, tres, quatro, cinco, seis, sete, oito, nove, dez) multiple times with blanks in between for writing practice. Each number listing is preceded by school/teacher/student identification fields. The document was created by Simone Helen Drumond Ischkanian for teaching numbers to students.
The document discusses a project for Custodian's Day that honors custodians and their contributions to education in the country. It includes sections for a school, teacher, student, grade, and class to be filled in, as well as the name of the project creator. The project involves students creating works that are numbered from 1 to 10 to honor custodians.
BLOCO 1 DE ATIVIDADES DO MÉTODO DE PORTFÓLIOS EDUCACIONAIS.pdfSimoneHelenDrumond
Este documento contiene una lista de más de 100 archivos PDF etiquetados como "OK". La mayoría de los archivos parecen ser materiales educativos que incluyen actividades, cuadernos de trabajo, letras, sílabas, números y otras habilidades de alfabetización inicial. Los temas incluyen el alfabeto, vocales, consonantes, formación de palabras, adición, coordinación motora fina y más.
ARTIGO 1 - OS USOS DOS PORTFÓLIOS SHDI NA ALFABETIZAÇÃO .pdfSimoneHelenDrumond
O documento discute como os portfólios SHDI podem ser usados para acompanhar o progresso de crianças na alfabetização, promovendo a auto-reflexão. Ele fornece exemplos de atividades como identificar palavras com sílabas específicas, escrever palavras, ler sílabas e produzir textos, que podem ser incluídas no portfólio para documentar o desenvolvimento das habilidades de leitura e escrita ao longo do tempo.
ARTIGO 1 - TEXTOS PONTILHADOS COM LETRA DE IMPRENSA .pdfSimoneHelenDrumond
O documento descreve os benefícios dos textos pontilhados com letra de imprensa no processo de alfabetização de crianças. Ele explica que os pontos ajudam no desenvolvimento motor e na compreensão das formas das letras, além de fornecer orientação espacial e estimular a independência gradual das crianças. O texto também ressalta a importância de combinar essa estratégia com outras atividades de alfabetização.
O método de alfabetização com afeto valoriza as relações emocionais entre professores e alunos para criar um ambiente seguro e estimulante para a aprendizagem. Reconhece que as emoções dos alunos afetam como eles aprendem e usa atividades prazerosas, reconhecimento individual e relações afetivas para motivar os alunos.
INCLUSÃO AUTISMO E O DIREITO À EDUCAÇÃO A CONSTITUIÇÃO FEDERAL E AS LEIS QUE...SimoneHelenDrumond
O documento discute a inclusão, autismo e o direito à educação na Constituição Federal e nas leis brasileiras. Apresenta um breve histórico da educação inclusiva no Brasil desde 1961, destacando marcos legais como a LDB de 1961, 1971, 1988, Lei de 1989, ECA de 1990, Política Nacional de 1994 e LDB de 1996. Também aborda os desafios de garantir a qualidade da educação para todos os alunos.
O documento discute a importância da adaptação curricular para atender às necessidades de todos os alunos, independentemente de suas habilidades ou estilos de aprendizagem. A adaptação curricular ajuda a reduzir barreiras à aprendizagem, criar um ambiente inclusivo, e melhorar o desempenho acadêmico dos alunos. Escolas devem considerar a adaptação curricular como parte importante de garantir acesso de qualidade à educação para todos.
O documento discute o Dia Mundial do Autismo, celebrado em 2 de abril, e a importância da inclusão de pessoas com autismo na sociedade. Ele explica que o autismo afeta a comunicação, interação social e comportamento e que cada pessoa no espectro autista tem habilidades e desafios únicos. A conscientização e a inclusão em todas as esferas da vida, como educação, emprego e vida social, são fundamentais para que pessoas com autismo possam alcançar seu potencial.
Artigo Todos nós podemos ensinar algo novo para alguém.pdfSimoneHelenDrumond
O documento discute como todas as pessoas têm algo valioso para ensinar uns aos outros, independentemente de suas habilidades ou conhecimentos. Ele explica que o ensino pode ocorrer em diversos contextos e situações da vida e não se resume apenas à transmissão de informações, mas também à construção de conexões entre as pessoas. Por fim, destaca que o aprendizado é um processo contínuo e que todos temos algo a aprender e ensinar ao longo da vida.
ARTIGO Quem tem direito ao atendimento educacional especializado.pdfSimoneHelenDrumond
O documento discute quem tem direito ao atendimento educacional especializado (AEE) de acordo com a lei. O AEE é um direito garantido por lei para pessoas com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação que necessitem de recursos específicos na escola. Existem vários tipos de deficiências que podem ser atendidas pelo AEE, incluindo deficiências visuais, auditivas, intelectuais e físicas.
O documento discute intervenções pedagógicas para alunos com TDAH, incluindo a adaptação da sala de aula, estabelecimento de rotinas, estratégias de organização, reforço positivo e comunicação com a família. Ele também descreve os sintomas do TDAH e subtipos.
1) O ensino das vogais pode ser um desafio para crianças com autismo devido às dificuldades de comunicação e interação social.
2) O documento fornece estratégias para ensinar vogais para crianças com autismo, como usar materiais visuais, tecnologia, reforços positivos e atividades sensoriais.
3) É importante ensinar vogais de forma lúdica e prática, levando em conta os interesses e habilidades de cada criança.
O documento discute a importância do diagnóstico para garantir a inclusão escolar de alunos com necessidades especiais. Ele explica que o diagnóstico requer a observação do comportamento do aluno, avaliações com profissionais e trabalho conjunto entre a escola e a família para fornecer suporte adequado ao desenvolvimento do aluno.
O documento discute um método eficaz para ensinar crianças a ler e escrever, ensinando os sons das letras em vez de apenas seus nomes. Sugere começar com as vogais, usar objetos para representar sons e criar jogos para ajudar na memorização.
O documento discute estratégias educacionais para ajudar crianças com hiperatividade no ambiente escolar, incluindo comunicação com os pais, fornecimento de estrutura e rotina, e uso de métodos de ensino interativos.
1) Muitas pessoas com autismo têm dificuldades com a linguagem e comunicação verbal e não verbal, tornando a aprendizagem de novas habilidades, como leitura e escrita, um desafio.
2) Ensinar sílabas de forma lúdica para crianças com autismo é relevante para o processo de ensino-aprendizagem, e há estratégias que podem ser úteis, como usar materiais visuais e ensinar uma sílaba por vez.
3) É importante lembrar que cada criança com autismo é ún
ARTIGO INCLUSÃO_AUTISMO E O DIREITO À EDUCAÇÃO A CONSTITUIÇÃO FEDERAL E AS LE...SimoneHelenDrumond
O documento discute a inclusão, autismo e o direito à educação na Constituição Federal e nas leis brasileiras. Apresenta um breve histórico sobre a educação inclusiva no Brasil desde a década de 1960, destacando leis e políticas que promoveram ou limitaram o acesso à educação regular para pessoas com deficiência. Também aborda os planos da educação brasileira relacionados à qualidade, gestão das instituições, formação de professores e acesso e permanência dos estudantes.
O documento discute a relação entre autismo e depressão. Pessoas com autismo têm maior probabilidade de desenvolver depressão devido a fatores como dificuldades de comunicação, sobrecarga sensorial, mudanças de rotina e desafios educacionais. O tratamento da depressão em pessoas com autismo requer abordagens como terapia cognitivo-comportamental, terapia ocupacional e medicamentos.
O documento discute o papel importante e desafiador de ser um mediador na inclusão. Um mediador deve criar um ambiente acolhedor e respeitoso para todas as pessoas, valorizando as diferenças individuais e garantindo que todos possam participar plenamente. Isso envolve reconhecer as necessidades específicas de cada pessoa e adaptar o ambiente e atividades para promover a inclusão.
O documento discute a importância do diagnóstico no processo de inclusão. Em 3 frases:
O diagnóstico é fundamental para identificar as necessidades especiais de uma pessoa e permitir que educadores criem planos de ação personalizados. Isso inclui adaptar atividades, fornecer recursos adequados e prevenir preconceitos, promovendo a participação plena de todos. De forma geral, o diagnóstico é crucial para a inclusão ao ajudar a compreender as necessidades individuais.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Dia do musico
1. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO
SIMONE HELEN DRUMOND ISCHKANIAN
2. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO
SIMONE HELEN DRUMOND ISCHKANIAN
3. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO
SIMONE HELEN DRUMOND ISCHKANIAN
4. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO
SIMONE HELEN DRUMOND ISCHKANIAN
5. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO
SIMONE HELEN DRUMOND ISCHKANIAN
6. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
A A A
7. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
B B B
8. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
C C C
9. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
D D D
10. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
E E E
11. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
F F F
12. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
G G G
13. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
H H H
14. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
I I I
15. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
J J J
16. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
K K K
17. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
L L L
18. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
M M M
19. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
N N N
20. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
O O O
21. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
P P P
22. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
Q Q Q
23. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
R R R
24. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
S S S
25. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
T T T
26. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
U U U
27. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
V V V
28. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
W W W
29. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
X X X
30. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
Y Y Y
31. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: DIA DO MUSICO (ALFABETO)
SIMONE HELEN DRUMOND ISCHKANIAN
Z Z Z