REGULAR AND SPECIAL EDUCATION PRINCIPALS' PERCEPTIONS OF AN INTEGRATION PROGRAM FOR STUDENTS WHO ARE INTELLECTUALLY HANDICAPPED.
Gorde:
BAIN, A., DOLBEL, S., REGULAR AND SPECIAL EDUCATION PRINCIPALS' PERCEPTIONS OF AN INTEGRATION PROGRAM FOR STUDENTS WHO ARE INTELLECTUALLY HANDICAPPED. EDUCATION AND TRAINING IN MENTAL RETARDATION, Vol. 26, no. 1 (1991), p. 33-42.
Erref.
21603
Kokapena:
SIIS R.404 Depósito (31)
Hitz-gakoak:
Discapacidad, Discapacidad intelectual, Educación especial, Educación primaria, Educación secundaria, Entorno rural, Entorno urbano, Centros educativos, Estudio comparativo, Inclusión educativa, Resultados, Australia
Discapacidad, Discapacidad intelectual, Educación especial, Educación primaria, Educación secundaria, Entorno rural, Entorno urbano, Centros educativos, Estudio comparativo, Inclusión educativa, Resultados, Australia
Antzeko izenburuak: REGULAR AND SPECIAL EDUCATION PRINCIPALS' PERCEPTIONS OF AN INTEGRATION PROGRAM FOR STUDENTS WHO ARE INTELLECTUALLY HANDICAPPED.
- CATEGORICAL AND PROGRAMMING CHANGES IN SPECIAL EDUCATION SERVICES
- WILLINGNESS OF REGULAR AND SPECIAL EDUCATORS TO TEACH STUDENTS WITH HANDICAPS
- PERCEPTIONS OF CONTROL AT SCHOOL AMONG STUDENTS IN SPECIAL EDUCATION PROGRAMS
- TEACHER PERCEPTIONS OF THE BEHAVIORAL ADJUSTMENT OF PRIMARI GRADE LEVEL HANDICAPPED PUPILS WITHIN REGULAR AND SPECIAL EDUCATION SETTINGS
- STUDENTS WITH LOW-INCIDENCE DISABILITIES IN DISADVANTAGED, RURAL SETTINGS
- SUBSTANCE USE AMONG YOUTH (GRADES 4-12) IN RURAL INDIANA: STUDENTS' REPORTED USE VS. PARENTS' PERCEPTIONS OF STUDENTS' USE