PERCEPTIONS OF TEACHERS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES ON FACILITATING FRIENDSHIPS WITH NONDISABLED PEERS
Furkejuvvon:
HAMRE-NIETUPSKI, S., ET AL., PERCEPTIONS OF TEACHERS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES ON FACILITATING FRIENDSHIPS WITH NONDISABLED PEERS. EDUCATION AND TRAINING IN MENTAL RETARDATION, Vol. 28, no. 2 (1993), p. 111-127.
Ref.
34373
Sajádat:
SIIS R.404
Palabras clave:
Actitudes profesores, Compañeros, Discapacidad, Discapacidad intelectual, Inclusión educativa, Interacción social, EE.UU.
Actitudes profesores, Compañeros, Discapacidad, Discapacidad intelectual, Inclusión educativa, Interacción social, EE.UU.
Geahča maid: PERCEPTIONS OF TEACHERS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES ON FACILITATING FRIENDSHIPS WITH NONDISABLED PEERS
- REGULAR EDUCATORS' PERCEPTIONS OF FACILITATING FRIENDSHIPS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES WITH NONDISABLED PEERS
- FUNCTIONAL LIFE SKILLS, ACADEMIC SKILLS, AND FRIENDSHIP / PROFOUND DISABILITIES VALUE? SEVERE SOCIAL RELATIONSHIP DEVELOPMENT: WHAT DO PARENTS OF STUDENTS WITH MODERATE
- NONDISABLED ADULTS' PERCEPTIONS OF RELATIONSHIPS IN THE EARLY STAGES OF ARRANGED PARTNERSHIPS WITH PEERS WITH MENTAL RETARDATION
- ENCOURAGING PEER SUPPORTS AND FRIENDSHIPS
- HOW MUCH TIME SHOULD BE SPENT ON SKILL INSTRUCTION AND FRIENDSHIP DEVELOPMENT? PREFERENCES OF PARENTS OF STUDENTS WITH MODERATE AND SEVERE / PROFOUND DISABILITIES
- OUTCOMES OF INTERACTIONS WITH PEERS WITH MODERATE OR SEVERE DISABILITIES: A STATEWIDE SURVEY OF HIGH SCHOOL STUDENTS