EDUCATING STUDENTS WITH MILD HANDICAPS IN GENERAL CLASSROOM: ESSENTIAL TEACHING PRACTICES FOR GENERAL AND SPECIAL EDUCATORS
Gardado en:
CANNON, G.S., ET AL., EDUCATING STUDENTS WITH MILD HANDICAPS IN GENERAL CLASSROOM: ESSENTIAL TEACHING PRACTICES FOR GENERAL AND SPECIAL EDUCATORS. JOURNAL OF LEARNING DISABILITIES, Vol. 25, no. 5 (1992), p. 300-317.
Ref.
27047
Localización:
SIIS R.113 Depósito (8)
Palabras clave:
Actitudes institucionales, Calidad de la atención, Discapacidad, Discapacidad intelectual, Formación de personal, Inclusión educativa, Recomendaciones
Actitudes institucionales, Calidad de la atención, Discapacidad, Discapacidad intelectual, Formación de personal, Inclusión educativa, Recomendaciones
Títulos similares: EDUCATING STUDENTS WITH MILD HANDICAPS IN GENERAL CLASSROOM: ESSENTIAL TEACHING PRACTICES FOR GENERAL AND SPECIAL EDUCATORS
- THE RANGE OF READING SKILLS WITHIN AND ACROSS GENERAL EDUCATION CLASSROOMS: CONTRIBUTIONS TO UNDERSTANDING SPECIAL EDUCATION FOR STUDENTS WITH MILD HANDICAPS
- EDUCATING STUDENTS WITH MILD DISABILITIES IN GENERAL EDUCATION CLASSROOMS: MINNESOTA ALTERNATIVES
- COMPARISON OF GENERAL AND SPECIAL EDUCATION CLASSROOMS OF STUDENTS WITH SEVERE DISABILITIES
- SUPPORTING ELEMENTARY AGE STUDENTS WITH SIGNIFICANT DISABILITIES IN GENERAL EDUCATION CLASSROOMS: PERSONAL PERSPECTIVES ON INCLUSION
- WILLINGNESS OF REGULAR AND SPECIAL EDUCATORS TO TEACH STUDENTS WITH HANDICAPS
- DEVELOPMENT OF A SCHOOL BUILDING MODEL FOR EDUCATING STUDENTS WITH HANDICAPS AND AT-RISK STUDENTS INI GENERAL EDUCATION CLASSROOMS