TEACHERS' REPORTED TRANSITION PRACTICES FOR CHILDREN TRANSITIONING INTO KINDERGARTEN AND FIRST GRADE
Αποθηκεύτηκε σε:
LA PARO, K.M., ET AL., TEACHERS' REPORTED TRANSITION PRACTICES FOR CHILDREN TRANSITIONING INTO KINDERGARTEN AND FIRST GRADE. EXCEPTIONAL CHILDREN, Vol. 67, no. 1 (2000), p. 7-20.
Ref.
100957
Τοποθεσία:
SIIS SIIS Madrid R.120
Palabras clave:
Actitudes profesores, Discapacidad intelectual, Educación infantil, Educación primaria, Necesidades educativas especiales, Planes de transición, Relación familia-profesionales
Actitudes profesores, Discapacidad intelectual, Educación infantil, Educación primaria, Necesidades educativas especiales, Planes de transición, Relación familia-profesionales
Παρόμοια τεκμήρια: TEACHERS' REPORTED TRANSITION PRACTICES FOR CHILDREN TRANSITIONING INTO KINDERGARTEN AND FIRST GRADE
- PERSPECTIVES ON THE TRANSITION FROM PRESCHOOL TO KINDERGARTEN FOR CHILDREN WITH DISABILITIES AND THEIR FAMILIES
- KINDERGARTEN TEACHERS' PERCEPTIONS OF INSTRUCTING STUDENTS WITH DISABILITIES
- SEQUENCED TRANSITION TO EDUCATION IN THE PUBLIC SCHOOLS: A SYSTEMS APPROACH TO TRANSITION PLANNING
- Using in-service and coaching to increase kindergarten teachers' accurate delivery of group instructional units
- Transitioning children with autism to Australian schools: social validation of important teacher practices
- TRANSITION COORDINATORS