THE NATURE OF INTERACTIONS BETWEEN STUDENTS WITH SEVERE DISABILITIES AND THEIR FRIENDS AND ACQUAINTANCES WITHOUT DISABILITIES

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Xehetasun bibliografikoak
Egile nagusia:	GRENOT-SCHEYER, M.
Formatua:	Journal Article
Hizkuntza:	ingelesa
Gaiak:	Compañeros Discapacidad Discapacidad intelectual Discapacidad severa Inclusión educativa Inclusión social Documental
Etiketak:	Etiketa erantsi Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!

Antzeko izenburuak: THE NATURE OF INTERACTIONS BETWEEN STUDENTS WITH SEVERE DISABILITIES AND THEIR FRIENDS AND ACQUAINTANCES WITHOUT DISABILITIES

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OUTCOMES OF INTERACTIONS WITH PEERS WITH MODERATE OR SEVERE DISABILITIES: A STATEWIDE SURVEY OF HIGH SCHOOL STUDENTS
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IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS
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PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
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HOW TEACHERS USE PEER INTERACTIONS TO INCLUDE STUDENTS WITH MODERATE AND SEVERE DISABILITIES IN ELEMENTARY GENERAL EDUCATION CLASSES
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EFFECT OF SERVICE LEARNING ON ATTITUDES TOWARDS STUDENTS WITH SEVERE DISABILITIES
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WHAT KATY DID: A CASE STUDY IN COMMUNICATION BETWEEN A PUPIL WITH SEVERE LEARNING DIFFICULTIES AND NON-DISABLED CLASSMATES
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THE INFLUENCE OF GENDER PATTERNS AND GRADE LEVEL ON FRIENDSHIP EXPECTATIONS OF MIDDLE SCHOOL STUDENTS TOWARD PEERS WITH SEVERE DISABILITIES
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COMPARING INSTRUCTIONAL CONTEXTS OF STUDENTS WITH AND WITHOUT SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
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DIFFERENCES BETWEEN HIGH SCHOOL STUDENTS WHO DO AND DO NOT VOLUNTEER TO PARTICIPATE IN A PEER INTERACTION PROGRAM
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INCLUDING STUDENTS WITH SEVERE DISABILITIES IN SCHOOLS. FOSTERING COMMUNICATION, INTERACTION, AND PARTICIPATION
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CLASSROOM AND PLAYGROUND INTERACTION OF STUDENTS WITH AND WITHOUT DISABILITIES
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FROM ACQUAINTANCE TO FRIENDSHIP. ISSUES FOR PEOPLE WITH LEARNING DISABILITIES.
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MAKING FRIENDS. USING RECREATION ACTIVITIES TO PROMOTE FRIENDSHIP BETWEEN CHILDREN WITH AND WITHOUT DISABILITIES
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REGULAR EDUCATORS' PERCEPTIONS OF FACILITATING FRIENDSHIPS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES WITH NONDISABLED PEERS
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PREPARING FOR CONTACT BETWEEN MAINSTREAM PUPILS AND THEIR COUNTERPARTS WHO HAVE SEVERE AND PROFOUND AND MULTIPLE LEARNING DISABILITIES
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STRATEGIES THAT PROMOTE SOCIAL RELATIONS AMONG ELEMENTARY STUDENTS WITH AND WITHOUT SEVERE DISABILITIES IN INCLUSIVE SCHOOLS
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THE EFFECTS OF PEER DELIVERED SELF-MONITORING STRATEGIES ON THE PARTICIPATION OF STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
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THE EFFECT OF SOCIAL CONTACT ON COLLEGE STUDENTS' ATTITUDES TOWARD SEVERELY HANDICAPPED STUDENTS AND THEIR EDUCATIONAL INTEGRATION
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TYPE AND FREQUENCY OF SOCIAL INTERACTION AMONG WORKERS WITH AND WITHOUT MENTAL RETARDATION
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Attuning: A communication process between people with severe and profound intellectual disability and their interaction partners
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MAKING INCLUSION A REALITY FOR STUDENTS WITH SEVERE DISABILITIES
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PEER INTERACTIONS AND SOCIOMETRIC STATUS OF HIGH SCHOOL STUDENTS WITH MODERATE OR SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
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INCLUSIVE EDUCATION FOR STUDENTS WITH SEVERE DISABILITIES