RESEARCH BASED PRINCIPLES AND PRACTICES FOR EDUCATING STUDENTS WITH AUTISM: SELF DETERMINATION AND SOCIAL INTERACTIONS
I tiakina i:
WEHMEYER, M.L., ET AL., RESEARCH BASED PRINCIPLES AND PRACTICES FOR EDUCATING STUDENTS WITH AUTISM: SELF DETERMINATION AND SOCIAL INTERACTIONS. EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES, Vol. 45, no. 4 (2010), p. 475-486.
Ref.
174191
Tauwāhi:
SIIS R.404
Palabras clave:
Autismo, Autodeterminación, Discapacidad del lenguaje, Discapacidad intelectual, Entorno educativo, Infancia, Interacción social, Juventud, Necesidades educativas especiales, Promoción, Trastornos del espectro autista
Autismo, Autodeterminación, Discapacidad del lenguaje, Discapacidad intelectual, Entorno educativo, Infancia, Interacción social, Juventud, Necesidades educativas especiales, Promoción, Trastornos del espectro autista
Ngā tūemi rite: RESEARCH BASED PRINCIPLES AND PRACTICES FOR EDUCATING STUDENTS WITH AUTISM: SELF DETERMINATION AND SOCIAL INTERACTIONS
- ENHANCED SMALL GROUP INSTRUCTION USING CHORAL RESPONDING AND STUDENT INTERACTION FOR CHILDREN WITH AUTISM AND DEVELOPMENTAL DISABILITIES
- INTERVENTIONS TO FACILITATE SOCIAL INTERACTION FOR YOUNG CHILDREN WITH AUTISM: REVIEW OF AVAILABLE RESEARCH AND RECOMMENDATIONS FOR EDUCATIONAL INTERVENTION AND FUTURE RESEARCH
- PEER INTERACTION AND LONELINESS IN HIGH FUNCTIONING CHILDREN WITH AUTISM
- THE JOHN JONES SHOW: HOW ONE TEACHER FACILITATED SELF-DETERMINED TRANSITION PLANNING FOR A YOUNG MAN WITH AUTISM
- RESPONSES AND SUSTAINED INTERACTIONS IN CHILDREN WITH MENTAL RETARDATION AND AUTISM
- THE EFFECTS OF TEACHER INTRUSION ON SOCIAL PLAY INTERACTIONS BETWEEN CHILDREN WITH AUTISM AND THEIR NONHANDICAPPED PEERS