HOW MUCH TIME SHOULD STUDENTS WITH SEVERE INTELLECTUAL DISABILITIES SPEND IN REGULAR EDUCATION CLASSROOMS AND ELSEWHERE

Eitemau Tebyg

• HOW MUCH TIME SHOULD BE SPENT ON SKILL INSTRUCTION AND FRIENDSHIP DEVELOPMENT? PREFERENCES OF PARENTS OF STUDENTS WITH MODERATE AND SEVERE / PROFOUND DISABILITIES
  gan: HAMRE-NIETUPSKI, S.
  Cyhoeddwyd: (1993)
• INTEGRATION OF STUDENTS WITH SEVERE HANDICAPS INTO REGULAR SCHOOLS
  gan: STAINBACK, S.
  Cyhoeddwyd: (2001)
• OPPORTUNITIES TO EXPRESS PREFERENCES AND MAKE CHOICES AMONG STUDENTS WITH SEVERE DISABILITIES IN CLASSROOM SETTINGS
  gan: HOUGHTON, J.
  Cyhoeddwyd: (1993)
• EXPERIENCES OF CLASSROOM TEACHERS INTEGRATING STUDENTS WITH MODERATE AND SEVERE DISABILITIES
  gan: JANZEN, L.
  Cyhoeddwyd: (1995)
• COMPARING INSTRUCTIONAL CONTEXTS OF STUDENTS WITH AND WITHOUT SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
  gan: LOGAN, K.R
  Cyhoeddwyd: (1998)