CHILDREN'S PERCEPTION OF FAIRNESS IN CLASSROOM AND INTERPERSONAL SITUATIONS INVOLVING PEERS WITH SEVERE DISABILITIES
Đã lưu trong:
EVANS, I.M., ET AL., CHILDREN'S PERCEPTION OF FAIRNESS IN CLASSROOM AND INTERPERSONAL SITUATIONS INVOLVING PEERS WITH SEVERE DISABILITIES. JOURNAL OF THE ASSOCIATION FOR PERSONS WITH SEVERE HANDICAPS, THE, Vol. 19, no. 4 (1994), p. 326-332.
Ref.
43600
Vị trí:
SIIS R.896
Palabras clave:
Discapacidad, Discapacidad intelectual, Inclusión educativa
Discapacidad, Discapacidad intelectual, Inclusión educativa
Những quyển sách tương tự: CHILDREN'S PERCEPTION OF FAIRNESS IN CLASSROOM AND INTERPERSONAL SITUATIONS INVOLVING PEERS WITH SEVERE DISABILITIES
- PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
- INTEGRATION AND INTERPERSONAL RELATIONS: INTERACTIONS BETWEEN DISABLED CHILDREN AND THEIR NON-DISABLED PEERS
- PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION
- PEER INTERACTIONS AND SOCIOMETRIC STATUS OF HIGH SCHOOL STUDENTS WITH MODERATE OR SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
- LD, INTERPERSONAL UNDERSTANDING, AND SOCIAL BEHAVIOR IN THE CLASSROOM
- THE EFFECTS OF PEER DELIVERED SELF-MONITORING STRATEGIES ON THE PARTICIPATION OF STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS