HOW PREPARED ARE OUR TEACHERS FOR MAINSTREAMED CLASSROOM SETTINGS?. A SURVEY OF POSTSECONDARY SCHOOLS OF EDUCATION IN NEW YORK STATE
محفوظ في:
KEARNEY, C.A., DURAND, V.M., HOW PREPARED ARE OUR TEACHERS FOR MAINSTREAMED CLASSROOM SETTINGS?. A SURVEY OF POSTSECONDARY SCHOOLS OF EDUCATION IN NEW YORK STATE. EXCEPTIONAL CHILDREN, Vol. 59, no. 1 (1992), p. 6-11.
Ref.
30511
الموقع:
SIIS R.120
Palabras clave:
Acreditación, Centros educativos, Criterios, Discapacidad, Educación especial, Escuela, Estudio descriptivo, Formación, Inclusión educativa, Necesidades educativas especiales, Profesor, EE.UU.
Acreditación, Centros educativos, Criterios, Discapacidad, Educación especial, Escuela, Estudio descriptivo, Formación, Inclusión educativa, Necesidades educativas especiales, Profesor, EE.UU.
مواد مشابهة: HOW PREPARED ARE OUR TEACHERS FOR MAINSTREAMED CLASSROOM SETTINGS?. A SURVEY OF POSTSECONDARY SCHOOLS OF EDUCATION IN NEW YORK STATE
- THE TESTING PRACTICES OF MAINSTREAM SECONDARY CLASSROOM TEACHERS
- PARTNERS IN ENRICHMENT. PREPARING TEACHERS FOR MULTIPLE ABILITY CLASSROOMS
- MAKING ADAPTATIONS FOR MAINSTREAMED STUDENTS: GENERAL CLASSROOM TEACHERS' PERSPECTIVES
- INSTRUCTIONAL STRATEGIES IN MAINSTREAM CLASSROOMS: PREDICTION FO THE STRATEGIES TEACHERS SELECT
- EFFECTIVE EDUCATIONAL PRACTICES IN THE MAINSTREAM SETTING:RECOMMENDED MODEL FOR EVALUATION OF MAINSTREAM TEACHER CLASSES
- Preparing special educators for collaboration in the classroom: pre-service teachers' beliefs and perspectives