THE EFFECT OF ASSERTIVE DISCIPLINE PROCEDURES ON PRESCHOOL CHILDREN IN SEGREGATED AND INTEGRATED SETTINGS: A LONGITUDINAL STUDY
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FELDMAN, D., THE EFFECT OF ASSERTIVE DISCIPLINE PROCEDURES ON PRESCHOOL CHILDREN IN SEGREGATED AND INTEGRATED SETTINGS: A LONGITUDINAL STUDY. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, Vol. 29, no. 4 (1994), p. 291-306.
Ref.
46899
Location:
SIIS SIIS Madrid R.404
Palabras clave:
Conducta, Discapacidad, Educación infantil, Inclusión educativa
Conducta, Discapacidad, Educación infantil, Inclusión educativa