HOW TO PROMOTE SELF-DETERMINATION FOR YOUNG CHILDREN WITH DISABILITIES. EVIDENCED-BASED STRATEGIES FOR EARLY CHILDHOOD PRACTITIONERS AND FAMILIES
I tiakina i:
ERWIN, E.J., ET AL., HOW TO PROMOTE SELF-DETERMINATION FOR YOUNG CHILDREN WITH DISABILITIES. EVIDENCED-BASED STRATEGIES FOR EARLY CHILDHOOD PRACTITIONERS AND FAMILIES. YOUNG EXCEPTIONAL CHILDREN, Vol. 12, no. 2 (2009), p. 27-37.
Ref.
157176
Tauwāhi:
SIIS Archivo
Palabras clave:
Autodeterminación, Discapacidad intelectual, Entorno familiar, Infancia, Promoción
Autodeterminación, Discapacidad intelectual, Entorno familiar, Infancia, Promoción
Ngā tūemi rite: HOW TO PROMOTE SELF-DETERMINATION FOR YOUNG CHILDREN WITH DISABILITIES. EVIDENCED-BASED STRATEGIES FOR EARLY CHILDHOOD PRACTITIONERS AND FAMILIES
- VARIABLES THAT CONTRIBUTE TO SELF-DETERMINATION IN EARLY CHILDHOOD
- A MODEL FOR PARENT-TEACHER COLLABORATION TO PROMOTE SELF-DETERMINATION IN YOUNG CHILDREN WITH DISABILITIES
- WRITING LESSON PLANS FOR PROMOTING SELF-DETERMINATION
- PROMOTING TRANSITION GOALS AND SELF-DETERMINATION THROUGH STUDENT SELF-DIRECTED LEARNING: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
- PROMOTING CAUSAL AGENCY: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
- THINKING OUTSIDE THE BOX: USE OF INVITATIONAL COUNSELING TO PROMOTE SELF-DETERMINATION FOR PEOPLE WITH DISABILITIES