Cognitive and Emotional Engagement for Students with Severe Intellectual Disability Defined by the Scholars with Expertise in the Field

Aleksandra Hollingshead; Pamela Williamson; Christina Carnahan

doi:10.1177/1540796918812803

Cognitive and Emotional Engagement for Students with Severe Intellectual Disability Defined by the Scholars with Expertise in the Field

Aleksandra Hollingshead, Pamela Williamson, Christina Carnahan

University of North Carolina at Greensboro

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	269-284
Number of pages	16
Journal	Research and Practice for Persons with Severe Disabilities
Volume	43
Issue number	4
DOIs	https://doi.org/10.1177/1540796918812803
State	Published - Dec 1 2018
Externally published	Yes

ASJC Scopus Subject Areas

Social Psychology
General Health Professions
Public Health, Environmental and Occupational Health

Keywords

cognitive engagement
emotional engagement
experts
phenomenology
severe intellectual disability

Access to Document

10.1177/1540796918812803

Cite this

Cognitive and Emotional Engagement for Students with Severe Intellectual Disability Defined by the Scholars with Expertise in the Field. / Hollingshead, Aleksandra; Williamson, Pamela; Carnahan, Christina.
In: Research and Practice for Persons with Severe Disabilities, Vol. 43, No. 4, 01.12.2018, p. 269-284.

Research output: Contribution to journal › Article › peer-review

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Cognitive and Emotional Engagement for Students with Severe Intellectual Disability Defined by the Scholars with Expertise in the Field

ASJC Scopus Subject Areas

Keywords

Access to Document

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