La sordoceguera - APSA

WATERHOUSE, E.J. (1977): Education of the deaf-blind in the United States of America,
1837-1967, en State of the Art: Perspectives on Serving Deaf-Blind Children, Southwest
Regional Center for Services to Deaf-Blind Children, Sacramento, California, p. 5-17.
WATERSON, N. y SNOW, C. (1978): The development of communication. New York: Wiley.
WATKINS, S.; CLARK, T.C. (1991): A Coactive Sign System for Children Who Are Dual-
Sensory Impaired. American-Annals-of-the-Deaf; v136 n4 p321-24 Oct 1991. SKI/HI Inst,
Logan, UT, US.
WATKINS, S.; CLARK, T.; STRONG, C.; BARRINGER, D. (1994): The effectiveness of an
intervener model of services for young deaf-blind children.Utah State U, Dept of
Communicative Disorders, SKI*HI Inst, US. American-Annals-of-the-Deaf; 1994 Oct Vol
139(4) 404-409.
WATKINS, S.; y otros (1994): The Effectiveness of an Intervener Model of Services for Young
Deaf-Blind Children. American-Annals-of-the-Deaf; v139 n4 Oct. p.404-09.
WEBB, R.C.; SCHULTZ, B.; McMAHILL, J. (1977): The Glenwood Awareness,
Manipulation and Posture (AMP) Scale. Iowa Glenwood State Hospital School.
WEBSTER, R. (1979): Orientation and mobility training for the deaf-blind. Jacksonville,
Illinois: Katan Publications, 92 p.
WEBSTER’S II NEW REVISED UNIVERSITY DICTIONARY (1984): Houghlim Mifflin
Company, Boston.
WEESCHLER, F.; BARRAZA, S. (1984): Introducción al método del caso. ESADE, Barcelona.
WEDELL, K. (1985): Future directions for research on children’s special education needs.
British Journal of Special Education, vol. 12, n. 1 (Research supplement). p.22-26.
WEHMAN, P.; y otros (1987): Supported Competitive Employment. Section II. 23 p.; Three
papers from the Proceedings of the National Conference on the Transition of
Profoundly/Multiply Handicapped Deaf-Blind Youth (Washington, DC, April 7-10,; see EC
210 066. U.S.; Virginia.
WEISMER, S. E., & HESKETH, L. J. (1993): The Influence of Prosodic and Gestural Cues on
Novel Word Acquisition by Children with Specific Language Impairment. Journal of
Speech and Hearing Research, 36 (5), 1013-1025.
WEISZ, J.R.; YEATES, K.O. (1981): Cognitive development in retarded and non retarded
persons: piagetian test of similar sequence hipothesis. Psychological Bulletin, 90, 153-
178.
- 1022 -
LA SORDOCEGUERA. Tesis Doctoral J. Inmaculada Sánchez Casado.
WERDIN, C. MENSING, A. (1988): Team Approach to Assessment and Programming: A
Transdisciplinary Model. 13 p.; In: Alternative Futures for Rural Special Education.
Proceedings of the Annual ACRES (American Council on Rural Special Education)
National Rural Special Education Conference; see EC 211 005.U.S.; Minnesota.
WERNER, H.; KAPLAN, B. (1963): Symbol formulation. New York: Wiley.
WESTERN MARYLAND COLLEGE: Programa Graduado de Rehabilitación de Sordera-
Ceguera. Westminister.
WHITMAN, T.L.; SCIBACK, J.W. (1979): Behavior modification with the severele and
profondly retarded, en N.R. Ellis (Ed.): Handbook of mental deficiency, psychological
theory and research. Hillsdale, New Jersey, Lawrence Erlbaum (2a. edición).
WHITSON, J. B. (1996): Wyoming Deaf/Blind Grant. Final Report. Wyoming State Dept. of
Education, Cheyenne. Special Education Programs (ED/OSERS), Washington, DC. U.S.;
Wyoming.
WIEHN, V. (1970): An early childhood education program for deaf-blind children. The New
Outlook fot the Blind, Vol. 64, Nº 10. December, p. 313-316.
WILDMAN, B.G.; ERICKSON, M.T. (1977): Methodological problems in behavioral
observation, en J.D. Cone y R.P. Hawkins (Ed.): Behavioral assessment. New directions
in clinical psychology. New York, Brumer-Mazel.
WILEY, D. (1995): Answers to Questions Commonly Asked by Families, Professionals, and
Members of the Community. Information Pages for People Involved in the Lives of
Individuals with Deaf-Blindness. 13 p.; In: The Texas Education Agency Services to
Children with Deaf-Blindness: The Texas Project. Final Report; see EC 304 466. U.S.;