ACADEMIC AND SOCIAL ENGAGEMENT OF YOUNG CHILDREN WITH DEVELOPMENTAL DISABILITIES IN INTEGRATED AND NONINTEGRATED SETTINGS
Bewaard in:
ALTMAN, R., KANAGAWA, L., ACADEMIC AND SOCIAL ENGAGEMENT OF YOUNG CHILDREN WITH DEVELOPMENTAL DISABILITIES IN INTEGRATED AND NONINTEGRATED SETTINGS. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, Vol. 29, no. 3 (1994), p. 184-193.
Ref.
42500
Plaats:
SIIS R.404
Palabras clave:
Aprendizaje, Discapacidad, Discapacidad media, Discapacidad severa, Educación especial, Educación infantil, Estudio comparativo, Inclusión educativa, Infancia, Necesidades educativas especiales, Resultados, EE.UU.
Aprendizaje, Discapacidad, Discapacidad media, Discapacidad severa, Educación especial, Educación infantil, Estudio comparativo, Inclusión educativa, Infancia, Necesidades educativas especiales, Resultados, EE.UU.
Gelijkaardige items: ACADEMIC AND SOCIAL ENGAGEMENT OF YOUNG CHILDREN WITH DEVELOPMENTAL DISABILITIES IN INTEGRATED AND NONINTEGRATED SETTINGS
- INTEGRATING STUDENTS WITH MODERATE AND SEVERE DISABILITIES INTO GENERAL EDUCATION CLASSES
- THE CHALLENGE OF ENSURING EDUCATIONAL GAINS FOR STUDENTS WITH SEVERE DISABILITIES WHO ARE PLACED IN MORE INTEGRATED SETTINGS
- A FOLLOW-ALONG STUDY OF POSTSECONDARY OUTCOMES FOR GRADUATES AND DROPOUTS WITH MILD DISABILITIES IN A RURAL SETTING
- ACADEMIC BEHAVIOR AND GRADES OF MAINSTREAMED STUDENTS WITH MILD DISABILITIES
- SOCIAL-COMMUNICATIVE INTERACTIONS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DELAYS IN INTEGRATED SETTINGS: AN EXPLORATORY STUDY
- NATURE OF ADAPTIVE BEHAVIOR DEFICITS AMONG INDIVIDUALS WHO ARE MODERATELY-SEVERELY MENTALLY RETARDED IN THE WEST BANK