THE EFFECTS OF PEER DELIVERED SELF-MONITORING STRATEGIES ON THE PARTICIPATION OF STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
Salvato in:
GILBERTS, G.H., ET AL., THE EFFECTS OF PEER DELIVERED SELF-MONITORING STRATEGIES ON THE PARTICIPATION OF STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS. RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES, Vol. 26, no. 1 (2001), p. 25-36.
Ref.
105123
Localizzazione:
SIIS R.896
Palabras clave:
Adaptación personal, Autodeterminación, Compañeros, Discapacidad intelectual, Discapacidad severa, Efectos, Inclusión educativa, Participación
Adaptación personal, Autodeterminación, Compañeros, Discapacidad intelectual, Discapacidad severa, Efectos, Inclusión educativa, Participación
Documenti analoghi: THE EFFECTS OF PEER DELIVERED SELF-MONITORING STRATEGIES ON THE PARTICIPATION OF STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
- EFFECTS OF PEER-DELIVERED SELF-INSTRUCTIONAL TRAINING ON A LUNCH-MAKING WORK TASK FOR STUDENTS WITH SEVERE DISABILITIES
- PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION
- DIFFERENCES BETWEEN HIGH SCHOOL STUDENTS WHO DO AND DO NOT VOLUNTEER TO PARTICIPATE IN A PEER INTERACTION PROGRAM
- THE INFLUENCE OF GENDER PATTERNS AND GRADE LEVEL ON FRIENDSHIP EXPECTATIONS OF MIDDLE SCHOOL STUDENTS TOWARD PEERS WITH SEVERE DISABILITIES
- REGULAR EDUCATORS' PERCEPTIONS OF FACILITATING FRIENDSHIPS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES WITH NONDISABLED PEERS
- OUTCOMES OF INTERACTIONS WITH PEERS WITH MODERATE OR SEVERE DISABILITIES: A STATEWIDE SURVEY OF HIGH SCHOOL STUDENTS