SELF-DETERMINATION AND INCLUSION: ARE STUDENTS WITH MILD MENTAL RETARDATION MORE SELF-DETERMINED IN REGULAR CLASSROOMS?
Uloženo v:
ZHANG, D., SELF-DETERMINATION AND INCLUSION: ARE STUDENTS WITH MILD MENTAL RETARDATION MORE SELF-DETERMINED IN REGULAR CLASSROOMS?. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, Vol. 36, no. 4 (2001), p. 357-362.
Ref.
109003
Umístění:
SIIS R.404
Palabras clave:
Autodeterminación, Discapacidad intelectual, Discapacidad leve, Educación especial, Efectos, Estudio comparativo, Inclusión educativa
Autodeterminación, Discapacidad intelectual, Discapacidad leve, Educación especial, Efectos, Estudio comparativo, Inclusión educativa
Podobné jednotky: SELF-DETERMINATION AND INCLUSION: ARE STUDENTS WITH MILD MENTAL RETARDATION MORE SELF-DETERMINED IN REGULAR CLASSROOMS?
- SELF-DETERMINATION AND THE EDUCATION OF STUDENTS WITH MENTAL RETARDATION
- WRITING LESSON PLANS FOR PROMOTING SELF-DETERMINATION
- CLASSWIDE PEER TUTORING: TEACHING STUDENTS WITH MILD MENTAL RETARDATION IN INCLUSIVE CLASSROOMS
- PERCEPTIONS OF SELF-DETERMINATION AND PSYCHOLOGICAL EMPOWERMENT OF ADOLESCENTS WITH MENTAL RETARDATION
- EDUCATING STUDENTS WITH MILD DISABILITIES IN GENERAL EDUCATION CLASSROOMS: MINNESOTA ALTERNATIVES
- STUDENT SELF-REPORT MEASURE OF SELF-DETERMINATION OF STUDENTS WITH COGNITIVE DISABILITIES