HOW MUCH TIME SHOULD BE SPENT ON SKILL INSTRUCTION AND FRIENDSHIP DEVELOPMENT? PREFERENCES OF PARENTS OF STUDENTS WITH MODERATE AND SEVERE / PROFOUND DISABILITIES
I tiakina i:
HAMRE-NIETUPSKI, S., HOW MUCH TIME SHOULD BE SPENT ON SKILL INSTRUCTION AND FRIENDSHIP DEVELOPMENT? PREFERENCES OF PARENTS OF STUDENTS WITH MODERATE AND SEVERE / PROFOUND DISABILITIES. EDUCATION AND TRAINING IN MENTAL RETARDATION, Vol. 28, no. 3 (1993), p. 220-231.
Ref.
34312
Tauwāhi:
SIIS R.404
Palabras clave:
Aprendizaje, Discapacidad, Discapacidad intelectual, Discapacidad media, Discapacidad profunda, Discapacidad severa, Educación especial, Entrenamiento, Estudio comparativo, Participación familiar, Prioridades
Aprendizaje, Discapacidad, Discapacidad intelectual, Discapacidad media, Discapacidad profunda, Discapacidad severa, Educación especial, Entrenamiento, Estudio comparativo, Participación familiar, Prioridades
Ngā tūemi rite: HOW MUCH TIME SHOULD BE SPENT ON SKILL INSTRUCTION AND FRIENDSHIP DEVELOPMENT? PREFERENCES OF PARENTS OF STUDENTS WITH MODERATE AND SEVERE / PROFOUND DISABILITIES
- FUNCTIONAL LIFE SKILLS, ACADEMIC SKILLS, AND FRIENDSHIP / PROFOUND DISABILITIES VALUE? SEVERE SOCIAL RELATIONSHIP DEVELOPMENT: WHAT DO PARENTS OF STUDENTS WITH MODERATE
- USING A SELF-INSTRUCTIONAL TRAINING PACKAGE TO TEACH COMPLEX PROBLEM-SOLVING SKILLS TO ADULTS WITH MODERATE AND SEVERE DISABILITIES
- REGULAR EDUCATORS' PERCEPTIONS OF FACILITATING FRIENDSHIPS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES WITH NONDISABLED PEERS
- GOING HOME: GENERAL AND SPECIAL EDUCATION TEACHERS'PERSPECTIVES AS STUDENTS WITH MODERATE / SEVERE DISABILITIES RETURN TO RURAL NEIGHBORHOOD SCHOOLS
- TRAINING ADULTS WITH MODERATE AND SEVERE MENTAL RETARDATION IN A VOCATIONAL SKILL USING A SIMULTANEOUS PROMPTING PROCEDURE.
- TEACHING TABLE CLEANING SKILLS TO SECONDARY STUDENTS WITH MODERATE / SEVERE DISABILITIES: FACILITATING OBSERVATIONAL LEARNING DURING INSTRUCTIONAL DOWNTIME