PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
保存先:
| 第一著者: | |
|---|---|
| その他の著者: | |
| フォーマット: | Journal Article |
| 言語: | 英語 |
| 主題: | |
| タグ: |
タグなし, このレコードへの初めてのタグを付けませんか!
|
類似資料: 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
- OUTCOMES OF INTERACTIONS WITH PEERS WITH MODERATE OR SEVERE DISABILITIES: A STATEWIDE SURVEY OF HIGH SCHOOL STUDENTS
- IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS
- ANALYSIS OF FREQUENCY AND TYPE OF INTERACTIONS IN A PEER-MEDIATED SOCIAL SKILLS INTERVENTION: INSTRUCTIONAL VS. SOCIAL INTERACTIONS
- TYPE AND FREQUENCY OF SOCIAL INTERACTION AMONG WORKERS WITH AND WITHOUT MENTAL RETARDATION
- PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION