IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS
Αποθηκεύτηκε σε:
ANDERSON, N.L., BRADY, M.P., IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS. EDUCATION AND TRAINING IN MENTAL RETARDATION, Vol. 28, no. 1 (1993), p. 47-56.
Ref.
31705
Τοποθεσία:
SIIS R.404
Palabras clave:
Actitudes profesores, Compañeros, Desarrollo motor, Discapacidad, Discapacidad intelectual, Discapacidad severa, Interacción social, Movilidad
Actitudes profesores, Compañeros, Desarrollo motor, Discapacidad, Discapacidad intelectual, Discapacidad severa, Interacción social, Movilidad
Παρόμοια τεκμήρια: IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS
- OUTCOMES OF INTERACTIONS WITH PEERS WITH MODERATE OR SEVERE DISABILITIES: A STATEWIDE SURVEY OF HIGH SCHOOL STUDENTS
- REGULAR EDUCATORS' PERCEPTIONS OF FACILITATING FRIENDSHIPS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES WITH NONDISABLED PEERS
- PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
- PERCEPTIONS OF TEACHERS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES ON FACILITATING FRIENDSHIPS WITH NONDISABLED PEERS
- HOW TEACHERS USE PEER INTERACTIONS TO INCLUDE STUDENTS WITH MODERATE AND SEVERE DISABILITIES IN ELEMENTARY GENERAL EDUCATION CLASSES
- THE EFFECTS OF FIFTH GRADERS' SOCIALLY DIRECTED BEHAVIOR ON MOTOR AND SOCIAL RESPONSES OF CHILDREN WITH SEVERE MULTIPLE HANDICAPS