EVALUATING THE EDUCATIONAL EXPERIENCES OF STUDENTS WITH PROFOUND AND MULTIPLE DISABILITIES IN INCLUSIVE AND SEGREGATED CLASSROOM SETTINGS: AN AUSTRALIAN PERSPECTIVE
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FOREMAN, P., ET AL., EVALUATING THE EDUCATIONAL EXPERIENCES OF STUDENTS WITH PROFOUND AND MULTIPLE DISABILITIES IN INCLUSIVE AND SEGREGATED CLASSROOM SETTINGS: AN AUSTRALIAN PERSPECTIVE. RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES, Vol. 29, no. 3 (2004), p. 183-193.
Ref.
134354
Location:
SIIS R.896
Palabras clave:
Discapacidad intelectual, Discapacidad múltiple, Discapacidad profunda, Educación especial, Estudio comparativo, Evaluación de servicios, Inclusión educativa, Australia
Discapacidad intelectual, Discapacidad múltiple, Discapacidad profunda, Educación especial, Estudio comparativo, Evaluación de servicios, Inclusión educativa, Australia
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