SCHOOL ACHIEVEMENT, EARLY INTERVENTION, AND SPECIAL EDUCATION: NEW EVIDENCE FROM THE CHICAGO LONGITUDINAL STUDY
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REYNOLDS, A.J., WOLFE, B., SCHOOL ACHIEVEMENT, EARLY INTERVENTION, AND SPECIAL EDUCATION: NEW EVIDENCE FROM THE CHICAGO LONGITUDINAL STUDY. FOCUS, Vol. 19, no. 1 (1997), p. 18-21.
Ref.
69828
Location:
SIIS R.1170 Archivo
Palabras clave:
Atención temprana, Educación especial, Estudio local, Estudio longitudinal, Experiencias, Infancia, Necesidades especiales, Rendimiento escolar, Resultados, EE.UU.
Atención temprana, Educación especial, Estudio local, Estudio longitudinal, Experiencias, Infancia, Necesidades especiales, Rendimiento escolar, Resultados, EE.UU.
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