INTEGRATION OF STUDENTS WITH SEVERE AND MULTIPLE LEARNING DIFFICULTIES
Enregistré dans:
JENKINSON, J.C., INTEGRATION OF STUDENTS WITH SEVERE AND MULTIPLE LEARNING DIFFICULTIES. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 8, no. 3 (1993), p. 320-335.
Ref.
35584
Localisation:
SIIS R.753 Depósito (98)
Palabras clave:
Actitudes familia, Actitudes profesores, Aulas especiales, Compañeros, Concepto, Discapacidad, Discapacidad intelectual, Discapacidad múltiple, Discapacidad severa, Inclusión educativa, Método educativo, Modelos, Teoría, Australia
Actitudes familia, Actitudes profesores, Aulas especiales, Compañeros, Concepto, Discapacidad, Discapacidad intelectual, Discapacidad múltiple, Discapacidad severa, Inclusión educativa, Método educativo, Modelos, Teoría, Australia
Documents similaires: INTEGRATION OF STUDENTS WITH SEVERE AND MULTIPLE LEARNING DIFFICULTIES
- INTEGRATION OF STUDENTS WITH MODERATE LEARNING DIFFICULTIES
- REGULAR EDUCATORS' PERCEPTIONS OF FACILITATING FRIENDSHIPS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES WITH NONDISABLED PEERS
- HOW TEACHERS USE PEER INTERACTIONS TO INCLUDE STUDENTS WITH MODERATE AND SEVERE DISABILITIES IN ELEMENTARY GENERAL EDUCATION CLASSES
- IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS
- INTEGRATION STRATEGIES FOR LEARNERS WITH SEVERE MULTIPLE DISABILITIES
- IDENTIFYING WORK PREFERENCES AMONG INDIVIDUALS WITH SEVERE MULTIPLE DISABILITIES PRIOR TO BEGINNING SUPPORTED WORK