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1	TEA: Teoría de la mente y metodologías de intervención en etapa infantil
	García Sánchez, Alejandro Jesús. - 2021
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2	Propuesta de intervención en las alteraciones de comunicación del TEA: Un estudio de caso
	Díaz Iglesias, María del Mar. - 2021
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3	El dibujo en la comunicación y el lenguaje de niños con TEA
	Tardón Guijarro, Eva. - 2021
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4	A dialética estranho-familiar na inclusão do aluno autista em escolas regulares ; The uncanny dialectic in the inclusion of the autistic student in regular schools
	Sica, Mariana. - : Biblioteca Digital de Teses e Dissertações da USP, 2021. : Universidade de São Paulo, 2021. : Faculdade de Educação, 2021
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5	Multidimensional networks for functional diversity in higher education: the case of second language education
	Campoy Cubillo, Mari Carmen. - : Christine Savvidou, 2021
	Abstract: This chapter provides a theoretical approach to the multidimensional relationship of the student with functional diversity (Romañach and Lobato, 2005) with his/her own educational and sociocultural context. Inclusion is key issue in a foreign language classroom where the ability to communicate is of paramount importance. Students with different special needs are bound to find challenges in those language skills that pose problems related to their functional diversity. In order to address these challenges, higher education institutions need to organize multidimensional networks that pay attention to the different stages, events and situations of the educational process. Furthermore, the ability to communicate that students develop in the foreign language classroom may become an instrumental competence that will become useful for other subjects as well as to respond to daily life challenges. The theoretical model proposed here acknowledges that there are two paradigms that coalesce into a defined educational model. On the one hand, the syntagmatic paradigm ensures that subjects offered in the educational programs are designed bearing in mind the needs of students with functional diversity, and are flexible enough to accommodate those needs. This paradigm pays attention to accessibility criteria, both related to space and content. It deals with students and the needs they have regarding specific skills and competences in a particular course of study (for instance, English Studies). On the other hand, the organizational paradigm relates the needs of the students and their teachers to institutional services and protocols, such as diversity support units, teacher training, assessment protocols, tutors or learning support provided by advisors, among others.
	Keyword: curriculum adaptations; English Language Teaching (ELT); Foreign Language Learning (FLL); functional diversity (FD); higher education (HE); knowledge; Skills and Abilities (KSAs); Technology-Enabled Assessment (TEA)
	URL: http://hdl.handle.net/10234/193157 https://doi.org/10.5772/intechopen.88073
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6	Cultural Implantation in College English Teaching Based on the Differences Between Chinese and Western Tea Culture
	LIU, Wenting
	In: Studies in Literature and Language; Vol 20, No 3 (2020): Studies in Literature and Language; 70-73 ; 1923-1563 ; 1923-1555 (2020)
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7	Caffeine Consumption in Switzerland: Results from the First National Nutrition Survey MenuCH
	Rochat; Eap; Bochud...
	In: Nutrients ; Volume 12 ; Issue 1 (2019)
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8	Caffeine Consumption in Switzerland: Results from the First National Nutrition Survey MenuCH.
	Rochat, C.; Eap, C.B.; Bochud, M....
	In: Nutrients, vol. 12, no. 1 (2019)
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9	How to make yak butter tea
	Chirkova, Katia; Zhuma. - : Centre de recherches linguistiques sur l'Asie orientale, 2018
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10	Flowers of – and for – the Self: Kawase Toshirō on Tea-flowers, and the nage-ire style ; 「私」の花―「私」のための花：川瀬敏郎の茶花論・抛入論
	A. Stephen Gibbs; A・s ギブズ; 汲月庵宗駿. - : 関西大学外国語学部, 2018
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11	O autistic spectrum disorder in school inclusion times: the focus on education professionals ; O transtorno do espectro autista em tempos de inclusão escolar: o foco nos profissionais de educação
	Barbosa, Marily Oliveira
	In: Revista Educação Especial; Revista Educação Especial, v. 31, n. 61, abr./jun. 2018; 299-310 ; 1984-686X (2018)
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12	Similitudes TDAH y TEA-AF en el perfil lingüístico usando el CELF-4
	Rodriguez-Santos, Jose Miguel; Calleja-Reina, Marina; Luque-Liñán, María Luisa. - : Universidad de Granada, 2018
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13	Síndrome de Asperger
	Venegas Rodríguez, Estefanía. - 2017
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14	РЕЧЕВОЙ ЖАНР ЧАЙНОГО РЕЦЕПТА: ЖАНРООБРАЗУЮЩИЕ ПАРАМЕТРЫ
	ЗАВЯЗКИНА ИРИНА НИКОЛАЕВНА. - : Общество с ограниченной ответственностью Издательство Грамота, 2016
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15	РЕЧЕВОЙ ЖАНР ЧАЙНОГО РЕЦЕПТА: СТРУКТУРНО-ЯЗЫКОВЫЕ ОСОБЕННОСТИ
	ЗАВЯЗКИНА ИРИНА НИКОЛАЕВНА. - : Общество с ограниченной ответственностью Издательство Грамота, 2016
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16	El valor diagnóstico de las alteraciones pragmáticas del lenguaje en la diferenciación del Trastornopor déficit de Atención con Hiperactividad (TDAH) y el Autismo de alto funcionamiento (TEA-AF)
	Luque-Liñán, María Luisa. - : Servicio de Publicaciones y Divulgación Científica, 2016
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17	РЕЧЕВОЙ ЖАНР ЧАЙНОГО МЕНЮ: ВОПРОСЫ ДЕРИВАТОЛОГИИ
	ЗАВЯЗКИНА ИРИНА НИКОЛАЕВНА. - : Общество с ограниченной ответственностью Издательство Грамота, 2015
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18	Something You Don’t Know About China’s Tea Culture: A Case Study of Hongloumeng Translated by David Hawkes
	YANG, Chunhua
	In: Cross-Cultural Communication; Vol 11, No 12 (2015): Cross-Cultural Communication; 5-9 ; 1923-6700 ; 1712-8358 (2015)
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19	Expanding the transmission/diffusion dichotomy: evidence from Canada
	Denis, Derek; Tagliamonte, Sali A.
	In: Language. - Washington, DC : Linguistic Society of America 90 (2014) 1, 90-136
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20	On the genitive's trail: data and method from a sociolinguistic perspective
	Jankowski, Bridget L.; Tagliamonte, Sali A.
	In: English language and linguistics. - Cambridge : Cambridge Univ. Press 18 (2014) 2, 305-329
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