PROMOTING THE SOCIAL ACCEPTANCE OF YOUNG CHILDREN WITH MODERATE-SEVERE INTELLECTUAL DISABILITIES USING COOPERATIVE-LEARNING TECHNIQUES
Saved in:
PIERCY, M., ET AL., PROMOTING THE SOCIAL ACCEPTANCE OF YOUNG CHILDREN WITH MODERATE-SEVERE INTELLECTUAL DISABILITIES USING COOPERATIVE-LEARNING TECHNIQUES. AMERICAN JOURNAL ON MENTAL RETARDATION, Vol. 107, no. 5 (2002), p. 352-360.
Ref.
114821
Location:
SIIS R.100 Archivo
Palabras clave:
Actitudes sociales, Compañeros, Discapacidad intelectual, Entorno educativo, Inclusión educativa, Infancia, Método educativo, Programas de promoción
Actitudes sociales, Compañeros, Discapacidad intelectual, Entorno educativo, Inclusión educativa, Infancia, Método educativo, Programas de promoción
Similar Items: PROMOTING THE SOCIAL ACCEPTANCE OF YOUNG CHILDREN WITH MODERATE-SEVERE INTELLECTUAL DISABILITIES USING COOPERATIVE-LEARNING TECHNIQUES
- COOPERATIVE LEARNING WITH ADULTS
- LEARNING TO COOPERATE. A TEACHER'S PERSPECTIVE
- STRATEGIES THAT PROMOTE SOCIAL RELATIONS AMONG ELEMENTARY STUDENTS WITH AND WITHOUT SEVERE DISABILITIES IN INCLUSIVE SCHOOLS
- TRAINING PRESCHOOL STAFF TO PROMOTE COOPERATIVE PARTICIPATION AMONG YOUNG CHILDREN WITH SEVERE DISABILITIES AND THEIR CLASSMATES
- COOPERATIVE CONVERSATIONS. THE EFFECT OF COOPERATIVE LEARNING ON CONVERSATIONAL INTERACTION
- COOPERATIVE LEARNING CAN WORK IN RESIDENTIAL CARE SETTINGS