EDUCATING STUDENTS WITH SEVERE DISABILITIES IN THEIR NEIGHBORHOOD SCHOOL: THE UTAH ELEMENTARY INTEGRATION MODEL
Spremljeno u:
MCDONNELL, A., ET AL., EDUCATING STUDENTS WITH SEVERE DISABILITIES IN THEIR NEIGHBORHOOD SCHOOL: THE UTAH ELEMENTARY INTEGRATION MODEL. REMEDIAL AND SPECIAL EDUCATION, Vol. 12, no. 6 (1991), p. 34-45.
Ref.
23787
Lokacija:
SIIS R.515 Depósito (80)
Palabras clave:
Discapacidad, Discapacidad severa, Experiencias, Inclusión educativa, Organización de servicios, Planes de educación
Discapacidad, Discapacidad severa, Experiencias, Inclusión educativa, Organización de servicios, Planes de educación
Slični predmeti: EDUCATING STUDENTS WITH SEVERE DISABILITIES IN THEIR NEIGHBORHOOD SCHOOL: THE UTAH ELEMENTARY INTEGRATION MODEL
- VARIABLES ASSOCIATED WITH IN-SCHOOL AND AFTER-SCHOOL INTEGRATION OF SECONDARY STUDENTS WITH SEVERE DISABILITIES
- GOING HOME: GENERAL AND SPECIAL EDUCATION TEACHERS'PERSPECTIVES AS STUDENTS WITH MODERATE / SEVERE DISABILITIES RETURN TO RURAL NEIGHBORHOOD SCHOOLS
- STRATEGIES FOR ACHIEVING AN INTEGRATED EDUCATION FOR MIDDLE SCHOOL STUDENTS WITH SEVERE DISABILITIES
- PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
- INTEGRATION OF STUDENTS WITH SEVERE HANDICAPS INTO REGULAR SCHOOLS
- INTEGRATING STUDENTS WITH MODERATE AND SEVERE DISABILITIES INTO GENERAL EDUCATION CLASSES