HOW MUCH TIME SHOULD BE SPENT ON SKILL INSTRUCTION AND FRIENDSHIP DEVELOPMENT? PREFERENCES OF PARENTS OF STUDENTS WITH MODERATE AND SEVERE / PROFOUND DISABILITIES

مواد مشابهة

• FUNCTIONAL LIFE SKILLS, ACADEMIC SKILLS, AND FRIENDSHIP / PROFOUND DISABILITIES VALUE? SEVERE SOCIAL RELATIONSHIP DEVELOPMENT: WHAT DO PARENTS OF STUDENTS WITH MODERATE
  حسب: HAMRE-NIETUPSKI, S.
  منشور في: (1992)
• USING A SELF-INSTRUCTIONAL TRAINING PACKAGE TO TEACH COMPLEX PROBLEM-SOLVING SKILLS TO ADULTS WITH MODERATE AND SEVERE DISABILITIES
  حسب: BAMBARA, L.M
  منشور في: (2002)
• REGULAR EDUCATORS' PERCEPTIONS OF FACILITATING FRIENDSHIPS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES WITH NONDISABLED PEERS
  حسب: HAMRE-NIETUPSKI, S.
  منشور في: (1994)
• GOING HOME: GENERAL AND SPECIAL EDUCATION TEACHERS'PERSPECTIVES AS STUDENTS WITH MODERATE / SEVERE DISABILITIES RETURN TO RURAL NEIGHBORHOOD SCHOOLS
  حسب: HAMRE-NIETUPSKI, S.
  منشور في: (2000)
• TRAINING ADULTS WITH MODERATE AND SEVERE MENTAL RETARDATION IN A VOCATIONAL SKILL USING A SIMULTANEOUS PROMPTING PROCEDURE.
  حسب: MACIAG, K.G
  منشور في: (2000)