SEGREGATED PROGRAMS OF TEACHER EDUCATION IN EARLY CHILDHOOD: IMMORAL AND INEFFICIENT PRACTICE
Wedi'i Gadw mewn:
MILLER, P.S., SEGREGATED PROGRAMS OF TEACHER EDUCATION IN EARLY CHILDHOOD: IMMORAL AND INEFFICIENT PRACTICE. TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION, Vol. 11, no. 4 (1992), p. 39-52.
Ref.
24917
Lleoliad:
SIIS R.545
Palabras clave:
Discapacidad, Educación infantil, Formación de personal, Infancia, Necesidades educativas especiales, Profesor
Discapacidad, Educación infantil, Formación de personal, Infancia, Necesidades educativas especiales, Profesor
Eitemau Tebyg: SEGREGATED PROGRAMS OF TEACHER EDUCATION IN EARLY CHILDHOOD: IMMORAL AND INEFFICIENT PRACTICE
- Zimbabwean early childhood education special needs. Education teacher preparation for inclusion
- ITINERANT EARLY CHILDHOOD SPECIAL EDUCATION SERVICES: SERVICE DELIVERY IN ONE STATE
- REFORMING TEACHER EDUCATION: A MODEL PROGRAM FOR PREPARING TEACHERS OF DEAF CHILDREN
- Segregation, integration, inclusion and effective provision: a case study of perspectives from special educational needs children, parents and teachers in Bangalore India
- PRESCHOOLERS WITH COMPLEX HEALTH-CARE NEEDS: A SURVEY OF EARLY CHILDHOOD SPECIAL EDUCATION TEACHERS IN VIRGINIA
- Teachers’ concerns about inclusion in mainstream early childhood development in Zimbabwe