PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
Gorde:
EVANS, I.M., ET AL., PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL. JOURNAL OF THE ASSOCIATION FOR PERSONS WITH SEVERE HANDICAPS, THE, Vol. 17, no. 4 (1992), p. 205-212.
Erref.
32128
Kokapena:
SIIS SIIS Madrid R.896
Hitz-gakoak:
Compañeros, Discapacidad, Discapacidad media, Discapacidad severa, Inclusión educativa, Interacción social, Sociabilidad
Compañeros, Discapacidad, Discapacidad media, Discapacidad severa, Inclusión educativa, Interacción social, Sociabilidad
Antzeko izenburuak: PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
- HOW TEACHERS USE PEER INTERACTIONS TO INCLUDE STUDENTS WITH MODERATE AND SEVERE DISABILITIES IN ELEMENTARY GENERAL EDUCATION CLASSES
- OUTCOMES OF INTERACTIONS WITH PEERS WITH MODERATE OR SEVERE DISABILITIES: A STATEWIDE SURVEY OF HIGH SCHOOL STUDENTS
- TYPE AND FREQUENCY OF SOCIAL INTERACTION AMONG WORKERS WITH AND WITHOUT MENTAL RETARDATION
- IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS
- ANALYSIS OF FREQUENCY AND TYPE OF INTERACTIONS IN A PEER-MEDIATED SOCIAL SKILLS INTERVENTION: INSTRUCTIONAL VS. SOCIAL INTERACTIONS
- PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION