THE SOCIAL COMPETENCE OF STUDENTS WITH LEARNING DISABILITIES OVER TIME: A RESPONSE TO VAUGHN AND HOGAN
محفوظ في:
BRYAN, T., THE SOCIAL COMPETENCE OF STUDENTS WITH LEARNING DISABILITIES OVER TIME: A RESPONSE TO VAUGHN AND HOGAN. JOURNAL OF LEARNING DISABILITIES, Vol. 27, no. 5 (1994), p. 304-308.
Ref.
40314
الموقع:
SIIS R.113
Palabras clave:
Compañeros, Crítica, Discapacidad, Discapacidad intelectual, Estudio longitudinal, Interacción social, Investigación, Metodología, Necesidades educativas especiales, Problemas de aprendizaje, EE.UU.
Compañeros, Crítica, Discapacidad, Discapacidad intelectual, Estudio longitudinal, Interacción social, Investigación, Metodología, Necesidades educativas especiales, Problemas de aprendizaje, EE.UU.
مواد مشابهة: THE SOCIAL COMPETENCE OF STUDENTS WITH LEARNING DISABILITIES OVER TIME: A RESPONSE TO VAUGHN AND HOGAN
- THE SOCIAL COMPETENCE OF STUDENTS WITH LEARNING DISABILITIES OVER TIME: A WITHIN-INDIVIDUAL EXAMINATION
- CONFORMITY TO PEER PRESSURE BY STUDENTS WITH LEARNING DISABILITIES: A REPLICATION
- FRIENDSHIP PATTERNS OF MILDLY LEARNING HANDICAPPED AND NONHANDICAPPED HIGH SCHOOL STUDENTS
- PEER ACCEPTANCE OF LEARNING DISABLED CHILDREN IN THEREGULAR CLASSROOM
- CLASSROOM AND PLAYGROUND INTERACTION OF STUDENTS WITH AND WITHOUT DISABILITIES
- CAN PRESCHOOLERS BE EFFECTIVE PEER MODELS? AN ACTION RESEARCH PROJECT