SELF-PERCEPTIONS OF NONHANDICAPPED CHILDREN AND CHILDREN WITH LEARNING DISABILITIES IN INTEGRATED CLASSES

Tallennettuna:

BEAR, G.G., ET AL., SELF-PERCEPTIONS OF NONHANDICAPPED CHILDREN AND CHILDREN WITH LEARNING DISABILITIES IN INTEGRATED CLASSES. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 24, no. 4 (1991), p. 409-426.

Ref. 21202

Sijainti: SIIS R.350 Depósito (23B/27)

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Palabras clave:
Autoconcepto, Compañeros, Enfermedades mentales, Inclusión educativa, Problemas de aprendizaje

Samankaltaisia teoksia: SELF-PERCEPTIONS OF NONHANDICAPPED CHILDREN AND CHILDREN WITH LEARNING DISABILITIES IN INTEGRATED CLASSES

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DISCREPANCES BETWEEN COMPETENCE AND IMPORTANCE IN SELF-PERCEPTIONS OF CHILDREN IN INTEGRATED CLASSES
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SELF-CONCEPT AND SUCCESS-FAILURE ATTRIBUTIONS OF NONHANDICAPPED STUDENTS AND STUDENTS WITH LEARNING DISABILITIES
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RESTRUCTURING OF MAINSTREAM SOCIOMETRY WITH LEARNING DISABLED AND NONHANDICAPPED STUDENTS
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POSITIVE BIAS IN MAINTENANCE OF SELF-WORTH AMONG CHILDREN WITH LD
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THE SOCIAL EFFECTS OF INTEGRATION ON NONHANDICAPPED CHILDREN
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DEPRESSION AND NONACADEMIC SELF-PERCEPTIONS IN CHILDREN WITH AND WITHOUT LEARNING DISABILITIES
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THE EFFECTS OF GROUP COUNSELLING ON CLASSROOM BEHAVIOUR AND SELF-CONCEPT AMONG ELEMENTARY SCHOOL LEARNING DISABLED CHILDREN
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FRIENDSHIP PATTERNS OF MILDLY LEARNING HANDICAPPED AND NONHANDICAPPED HIGH SCHOOL STUDENTS
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SPECIAL CLASS PLACEMENTS AS LABELS: EFFECTS ON CHILDREN'S ATTITUDES TOWARD LEARNING HANDICAPPED PEERS
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YOUNG CHILDREN'S ATTITUDES, AFTER A PERIOD OF INTEGRATION, TOWARDS PEERS WITH SEVERE LEARNING DIFFICULTIES
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SELF-CONCEPT AND IQ AS PREDICTORS OF REMEDIAL SUCCESS IN CHILDREN WITH LEARNING DISABILITIES
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RELATIONSHIP BETWEEN SOCIAL PERCEPTION AND PEER STATUS IN CHILDREN WITH LEARNING DISABILITIES
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REFLECTIONS ON THE INTEGRATION OF CHILDREN WITH LEARNING DIFFICULTIES INTO SECONDARY MATHEMATICS CLASSES
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STUDENTS' PERCEPTIONS OF INSTRUCTION IN INCLUSION CLASSROOMS: IMPLICATIONS FOR STUDENTS WITH LEARNING DISABILITIES
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TEACHERS' AND PEERS' PERCEPTIONS OF CHILDREN WITH LEARNING DISORDERS: CONSISTENCY AND CHANGE
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TEACHER PERCEPTIONS OF THE CLASSROOM BEHAVIORS OF NOMINATED HANDICAPPED AND NONHANDICAPPED IN CHINA
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SELF-PERCEPTIONS OF FIRST, AND SECOND, GRADE CHILDREN WITH LEARNING DISABILITIES
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TIME ALLOCATED TO INSTRUCTION OF MENTALLY RETARDED, LEARNING DISABLED, EMOTIONALLY DISTURBED, AND NONHANDICAPPED ELEMENTARY STUDENTS
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BI-DIRECTIONAL AND CROSS-CATEGORICAL SOCIAL STATUS OF LEARNING DISABLED,BEHAVIORALLY DISORDERED,AND NONHANDICAPPED ADOLESCENTS
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INDUCING ADAPTIVE COPING SELF-STATEMENTS IN CHILDREN WITH LEARNING DISABILITIES THROUGH SELF-INSTRUCTION TRAINING
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THREE TYPES OF PEER TUTORING: EFFECTS ON THE ATTITUDES OF ESTUDENTS WITH LEARNING DISABILITIES AND THEIR REGULAR CLASS PEERS
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THE SOCIAL ADJUSTMENT AND SELF-CONCEPT OF ADULTS WITH LEARNING DISABILITIES
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ACHIEVEMENT-RELATED PERCEPTIONS OF CHILDREN WITH LEARNING DISABILITIES AND NORMAL ACHIEVEMENT: GROUP AND DEVELOPMENTAL DIFFERENCES
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THE RELATIONSHIP OF SELF-PERCEPTION AND STRESS IN ADULT CHILDREN OF ALCOHOLICS AND THEIR PEERS