TEACHERS' EXPERIENCES WITH INCLUSIVE CLASSROOMS: IMPLICATIONS FOR SPECIAL EDUCATION REFORM
Saved in:
MINKE, K.M., ET AL., TEACHERS' EXPERIENCES WITH INCLUSIVE CLASSROOMS: IMPLICATIONS FOR SPECIAL EDUCATION REFORM. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 30, no. 2 (1996), p. 152-186.
Ref.
56397
Location:
SIIS R.350
Palabras clave:
Actitudes profesores, Discapacidad, Discapacidad intelectual, Discapacidad leve, Educación, Inclusión educativa, Necesidades especiales, Recomendaciones
Actitudes profesores, Discapacidad, Discapacidad intelectual, Discapacidad leve, Educación, Inclusión educativa, Necesidades especiales, Recomendaciones
Similar Items: TEACHERS' EXPERIENCES WITH INCLUSIVE CLASSROOMS: IMPLICATIONS FOR SPECIAL EDUCATION REFORM
- ATTITUDES OF PRINCIPALS AND SPECIAL EDUCATION TEACHERS TOWARD THE INCLUSION OF STUDENTS WITH MILD DISABILITIES. CRITICAL DIFFERENCES OF OPINION
- CLASS TEACHERS AND THE ROLE OF CLASSROOM ASSISTANTS IN THE DELIVERY OF SPECIAL EDUCATIONAL NEEDS
- BILINGUAL SPECIAL EDUCATION TEACHERS' SHIFTING PARADIGMS: COMPLEX RESPONSES TO EDUCATIONAL REFORM
- THE TESTING PRACTICES OF MAINSTREAM SECONDARY CLASSROOM TEACHERS
- Stress and coping strategies used by special education and general classroom teachers
- COOPERATIVE PROFESSIONAL DEVELOPMENT: FACILITATING GROWTH OF THE SPECIAL EDUCATION TEACHER AND THE CLASSROOM TEACHER