PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION
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| مؤلفون آخرون: | |
| التنسيق: | Journal Article |
| اللغة: | الإنجليزية |
| الموضوعات: | |
| الوسوم: |
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مواد مشابهة: PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION
- PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
- HOW TEACHERS USE PEER INTERACTIONS TO INCLUDE STUDENTS WITH MODERATE AND SEVERE DISABILITIES IN ELEMENTARY GENERAL EDUCATION CLASSES
- THE EFFECTS OF PEER DELIVERED SELF-MONITORING STRATEGIES ON THE PARTICIPATION OF STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
- A PEER-MEDIATED SOCIAL NETWORK INTERVENTION TO ENHANCE THE SOCIAL INTEGRATION OF PERSONS WITH MODERATE AND SEVERE DISABILITIES
- PEER ACCEPTANCE OF LEARNING DISABLED CHILDREN IN THEREGULAR CLASSROOM
- PARENTS' PERCEPTIONS AFTER INCLUSION OF THEIR CHILDREN WITH MODERATE OR SEVERE DISABILITIES