Heilman Jacob Daniel (64 results)

Condition: New.

Condition: New.

Paperback or Softback. Condition: New. A Clinical Study of One Thousand Retarded Children in the Public Schools of Camden, New Jersey. Book.

Paperback or Softback. Condition: New. A Clinical Study of one Thousand Retarded Children in the Public Schools of Camden, New Jersey. Book.

Condition: As New. Unread book in perfect condition.

Condition: As New. Unread book in perfect condition.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New.

Condition: New.

Hardback or Cased Book. Condition: New. A Clinical Study of one Thousand Retarded Children in the Public Schools of Camden, New Jersey. Book.

Hardback or Cased Book. Condition: New. A Clinical Study of One Thousand Retarded Children in the Public Schools of Camden, New Jersey. Book.

Condition: As New. Unread book in perfect condition.

Condition: As New. Unread book in perfect condition.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New.

Condition: New.

Condition: As New. Unread book in perfect condition.

Condition: As New. Unread book in perfect condition.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New.

Condition: New.

Condition: As New. Unread book in perfect condition.

Condition: As New. Unread book in perfect condition.

Taschenbuch. Condition: Neu. Neuware - 'A Clinical Study of One Thousand Retarded Children in the Public Schools of Camden, New Jersey,' by Jacob Daniel Heilman, presents an early 20th-century investigation into the characteristics and educational needs of children identified as 'retarded' within the Camden, New Jersey public school system. This study offers a detailed look at the methodologies and perspectives prevalent in special education at the time, reflecting both the progressive efforts to understand developmental differences and the limitations of early psychological and educational assessments. Heilmanâ?(TM)s work provides valuable insight into the historical context of special education, showcasing the evolution of diagnostic criteria and intervention strategies for children with intellectual disabilities. Readers interested in the history of psychology, education, and social attitudes toward developmental differences will find this a compelling and informative document.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.…

Taschenbuch. Condition: Neu. Neuware - A Clinical Study of One Thousand Retarded Children in the Public Schools of Camden, New Jersey, by Jacob Daniel Heilman, presents a detailed analysis of intellectual disability in early 20th-century America. This study offers valuable insights into the assessment, categorization, and educational approaches used for children with cognitive impairments during this period. Heilman's work provides a window into the historical context of special education and mental health services. The book documents the methodologies used to identify and classify students, and it reflects the prevailing social attitudes and scientific understanding of intellectual disability at the time. It is a crucial resource for researchers and historians interested in the evolution of special education and the changing perceptions of cognitive development.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.…

Paperback. Condition: New. Print on Demand. This book delves into the early 20th-century phenomenon of a large number of children being held back in the public school system. In an effort to understand the nature of the issue, the author embarked on a study of one thousand children in the public schools of Camden, New Jersey. Through their individual clinical examinations, the author sought to identify the factors that contributed to the intellectual stagnation observed in many of these children. The study's findings would shape the direction of public education by highlighting the need for greater support, care, and specialized resources for children with learning challenges. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item.…

Buch. Condition: Neu. Neuware - This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.…

Gebunden. Condition: New. KlappentextThis work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original w.

Buch. Condition: Neu. Neuware - 'A Clinical Study of One Thousand Retarded Children in the Public Schools of Camden, New Jersey,' by Jacob Daniel Heilman, presents an early 20th-century investigation into the characteristics and educational needs of children identified as 'retarded' within the Camden, New Jersey public school system. This study offers a detailed look at the methodologies and perspectives prevalent in special education at the time, reflecting both the progressive efforts to understand developmental differences and the limitations of early psychological and educational assessments. Heilmanâ?(TM)s work provides valuable insight into the historical context of special education, showcasing the evolution of diagnostic criteria and intervention strategies for children with intellectual disabilities. Readers interested in the history of psychology, education, and social attitudes toward developmental differences will find this a compelling and informative document.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.…