PATTERNS OF CLASSROOM DISCOURSE IN AN INTEGRATED, INTERPRETED ELEMENTARY SCHOOL SETTING
Guardat en:
SHAW, J., JAMIESON, J., PATTERNS OF CLASSROOM DISCOURSE IN AN INTEGRATED, INTERPRETED ELEMENTARY SCHOOL SETTING. AMERICAN ANNALS OF THE DEAF, Vol. 142, no. 1 (1997), p. 40-47.
Ref.
66776
Localització:
SIIS R.622
Palabras clave:
Actitudes profesores, Actitudes usuarios, Características servicio, Comunicación, Discapacidad, Discapacidad auditiva, Estudio comparativo, Estudio comparativo, Inclusión educativa, Intérpretes
Actitudes profesores, Actitudes usuarios, Características servicio, Comunicación, Discapacidad, Discapacidad auditiva, Estudio comparativo, Estudio comparativo, Inclusión educativa, Intérpretes
Ítems similars: PATTERNS OF CLASSROOM DISCOURSE IN AN INTEGRATED, INTERPRETED ELEMENTARY SCHOOL SETTING
- Parallel and divergent interpreting in an elementary school classroom
- THE ROLE OF INTERPRETERS IN INCLUSIVE CLASSROOMS
- TEACHERS WORKING WITH INTERPRETERS
- THE INTEGRATION EXPERIENCE OF HEARING IMPAIRED ELEMENTARY SCHOOL STUDENTS IN SEPARATED AND INTEGRATED SCHOOL SETTINGS
- TEACHER EXPECTATIONS OF STUDENT BEHAVIOR: SOCIAL SKILLS NECESSARY FOR SUCCESS IN ELEMENTARY SCHOOL CLASSROOMS
- SERVICIOS DE INTERPRETES DE LENGUA DE SIGNOS