BLENDING BEST PRACTICES FOR YOUNG CHILDREN: INCLUSIVE EARLY CHILDHOOD PROGRAMS
I tiakina i:
GRENOT-SCHEYER, M., BLENDING BEST PRACTICES FOR YOUNG CHILDREN: INCLUSIVE EARLY CHILDHOOD PROGRAMS. TASH NEWSLETTER, Vol. 23, no. 4 (1997), p. 8-10.
Ref.
60148
Tauwāhi:
SIIS SIIS Madrid R.915
Palabras clave:
Actitudes profesores, Atención temprana, Discapacidad, Inclusión educativa
Actitudes profesores, Atención temprana, Discapacidad, Inclusión educativa
Ngā tūemi rite: BLENDING BEST PRACTICES FOR YOUNG CHILDREN: INCLUSIVE EARLY CHILDHOOD PROGRAMS
- FROM PHILOSOPHY TO PRACTICE IN INCLUSIVE EARLY CHILDHOOD PROGRAMS
- BLENDED INTERDISCIPLINARY TEACHER PREPARATION IN EARLY EDUCATION AND INTERVENTION: A NATIONAL STUDY
- PROFESSIONAL AND PARENT VIEWS OF EARLY CHILDHOOD PROGRAMS: A CROSS-CULTURAL STUDY
- FAMILY-CENTERED PRACTICES. IDENTIFYING BEST IN EARLY-INTERVENTION PROGRAMS
- SEGREGATED PROGRAMS OF TEACHER EDUCATION IN EARLY CHILDHOOD: IMMORAL AND INEFFICIENT PRACTICE
- MEASURING PARENT SATISFACTION WITH EARLY CHILDHOOD INTERVENTION PROGRAMS: CURRENT PRACTICE, PROBLEMS, ADN FUTURE PERSPECTIVES