INTEGRATION OF STUDENTS WITH SEVERE AND MULTIPLE LEARNING DIFFICULTIES
Salvato in:
JENKINSON, J.C., INTEGRATION OF STUDENTS WITH SEVERE AND MULTIPLE LEARNING DIFFICULTIES. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 8, no. 3 (1993), p. 320-335.
Ref.
35584
Localizzazione:
SIIS R.753 Depósito (98)
Palabras clave:
Actitudes familia, Actitudes profesores, Aulas especiales, Compañeros, Concepto, Discapacidad, Discapacidad intelectual, Discapacidad múltiple, Discapacidad severa, Inclusión educativa, Método educativo, Modelos, Teoría, Australia
Actitudes familia, Actitudes profesores, Aulas especiales, Compañeros, Concepto, Discapacidad, Discapacidad intelectual, Discapacidad múltiple, Discapacidad severa, Inclusión educativa, Método educativo, Modelos, Teoría, Australia
Documenti analoghi: INTEGRATION OF STUDENTS WITH SEVERE AND MULTIPLE LEARNING DIFFICULTIES
- INTEGRATION OF STUDENTS WITH MODERATE LEARNING DIFFICULTIES
- REGULAR EDUCATORS' PERCEPTIONS OF FACILITATING FRIENDSHIPS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES WITH NONDISABLED PEERS
- INTEGRATION STRATEGIES FOR LEARNERS WITH SEVERE MULTIPLE DISABILITIES
- IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS
- IDENTIFYING WORK PREFERENCES AMONG INDIVIDUALS WITH SEVERE MULTIPLE DISABILITIES PRIOR TO BEGINNING SUPPORTED WORK
- THE EFFECT OF SOCIAL CONTACT ON COLLEGE STUDENTS' ATTITUDES TOWARD SEVERELY HANDICAPPED STUDENTS AND THEIR EDUCATIONAL INTEGRATION