IMPACT OF COMMUNITY-BASED INSTRUCTION ON THE DEVELOPMENT OF ADAPTIVE BEHAVIOR OF SECONDARY-LEVEL STUDENTS WITH MENTAL RETARDATION
Saved in:
MCDONNELL, J., ET AL., IMPACT OF COMMUNITY-BASED INSTRUCTION ON THE DEVELOPMENT OF ADAPTIVE BEHAVIOR OF SECONDARY-LEVEL STUDENTS WITH MENTAL RETARDATION. AMERICAN JOURNAL ON MENTAL RETARDATION, Vol. 97, no. 5 (1993), p. 575-584.
Ref.
35605
Location:
SIIS R.100
Palabras clave:
Autonomía personal, Conducta, Discapacidad, Discapacidad intelectual, Estudio descriptivo, Inclusión social, Método educativo, Resultados, EE.UU.
Autonomía personal, Conducta, Discapacidad, Discapacidad intelectual, Estudio descriptivo, Inclusión social, Método educativo, Resultados, EE.UU.
Similar Items: IMPACT OF COMMUNITY-BASED INSTRUCTION ON THE DEVELOPMENT OF ADAPTIVE BEHAVIOR OF SECONDARY-LEVEL STUDENTS WITH MENTAL RETARDATION
- SCIENCE INSTRUCTION AT THE SECONDARY LEVEL: IMPLICATIONS FOR STUDENTS WITH LEARNING DISABILITIES
- CO-INSTRUCTING AT THE SECONDARY LEVEL. STRATEGIES FOR SUCCESS
- ASSESSING THE ACQUISITION OF INCIDENTAL INFORMATION BY SECONDARY-AGE STUDENTS WITH MENTAL RETARDATION: COMPARISON OF RESPONSE PROMPTING STRATEGIES
- A SURVEY OF SECONDARY LEVEL TEACHERS' OPINONS ON COMMUNITY-BASED INSTRUCTION AND INCLUSIVE EDUCATION
- MATHEMATICS INSTRUCTION FOR SECONDARY STUDENTS WITH LEARNING DISABILITIES
- THE EFFECTS OF SUMMARIZATION INSTRUCTION ON TEXT COMPREHENSION OF STUDENTS WITH LEARNING DISABILITIES