Sprache: Englisch
Verlag: University of Chicago Press, 2022
ISBN 10: 0226815986 ISBN 13: 9780226815985
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Sprache: Englisch
Verlag: University of Chicago Press, 2022
ISBN 10: 0226815986 ISBN 13: 9780226815985
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In den WarenkorbHRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
Sprache: Englisch
Verlag: The University of Chicago Press, 2022
ISBN 10: 0226815986 ISBN 13: 9780226815985
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Sprache: Englisch
Verlag: University of Chicago Press, 2022
ISBN 10: 0226815986 ISBN 13: 9780226815985
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In den WarenkorbZustand: New.
Sprache: Englisch
Verlag: University of Chicago Press, 2022
ISBN 10: 0226815986 ISBN 13: 9780226815985
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In den WarenkorbHardcover. Zustand: Brand New. 288 pages. 9.00x6.00x1.00 inches. In Stock.
Sprache: Englisch
Verlag: The University of Chicago Press, 2022
ISBN 10: 0226815986 ISBN 13: 9780226815985
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In den WarenkorbZustand: New. Über den AutorDouglas W. Maynard is the Maureen T. Hallinan Professor of Sociology, emeritus at the University of Wisconsin-Madison. He is author or editor of numerous books, including Bad News, Good News: Conversational O.
Sprache: Englisch
Verlag: The University Of Chicago Press Jun 2022, 2022
ISBN 10: 0226815986 ISBN 13: 9780226815985
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Neuware - 'As autism has become a widely prevalent diagnosis, we have grown increasingly desperate to understand it. Whether through baseless blame on vaccination or struggles to determine the potential genetic origins of autism, Americans have devoted a great deal of thought to what autism is and where it comes from. In 'Autistic Intelligence,' Douglas Maynard and Jason Turowetz focus on a different origin of autism: the diagnostic process. By turning to diagnosis, they ask us to begin with the basic questions of what norms we measure autistic behavior against, why we understand autistic behavior as disordered, and how we go about assigning that disorder to particular people. The authors take a close look at a clinic in which children are assessed for and diagnosed with autism. They spent hours in assessment evaluations with psychologists, pediatricians, parents, and children, and the resulting data enabled them to make plain the systems, language, and categories that clinicians rely upon when making their assessments. Those diagnostic tools determine the kind of information doctors can gather about children, and indeed, those assessments affect how children act. Autism is not a stable category, they show, but the result of an interpretive act. And in the process of diagnosing children with autism, they argue, we miss all of the unique contributions they make the world around them'.