A FOUR-STEP PROCESS FOR ACCESSING THE GENERAL CURRICULUM FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
محفوظ في:
CLAYTON, J., ET AL., A FOUR-STEP PROCESS FOR ACCESSING THE GENERAL CURRICULUM FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES. TEACHING EXCEPTIONAL CHILDREN, Vol. 38, no. 5 (2006), p. 20-27.
Ref.
146972
الموقع:
SIIS SIIS Madrid R.410
Palabras clave:
Curriculum, Discapacidad intelectual, Inclusión educativa, Método educativo, Problemas de aprendizaje
Curriculum, Discapacidad intelectual, Inclusión educativa, Método educativo, Problemas de aprendizaje
مواد مشابهة: A FOUR-STEP PROCESS FOR ACCESSING THE GENERAL CURRICULUM FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
- ACCESS TO THE GENERAL EDUCATION CURRICULUM FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
- CREATING ACCESS TO THE GENERAL CURRICULUM WITH LINKS TO GRADE-LEVEL CONTENT FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES: AN EXPLICATION OF THE CONCEPT
- TEACHING FOR UNDERSTANDING WITH STUDENTS WITH DISABILITIES: NEW DIRECTIONS FOR RESEARCH ON ACCESS TO THE GENERAL EDUCATION CURRICULUM.
- THE CURRICULUM CHALLENGE. ACCESS TO THE NATIONAL CURRICULUM FOR PUPILS WITH LEARNING DIFFICULTIES
- PROCEDURAL KNOWLEDGE IN MATHEMATICS: THE ROLE OF THE CURRICULUM
- PACEMAKER PRIMARY CURRICULUM. DEVELOPMENTAL BACKGROUND OF THE CURRICULUM AND A SUMMARY OF THE EXPERIMENTAL TESTING