CLASSROOM ORGANISATION AND INTERACTIONS OF PUPILS WITH MODERATE LEARNING DIFFICULTIES IN MAINSTREAM AND SPECIAL SCHOOLS
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BUCKLAND, M., CROLL, P., CLASSROOM ORGANISATION AND INTERACTIONS OF PUPILS WITH MODERATE LEARNING DIFFICULTIES IN MAINSTREAM AND SPECIAL SCHOOLS. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 2, no. 2 (1987), p. 75-87.
Ref.
960
Location:
SIIS R.753 Depósito (98)
Palabras clave:
Actitudes profesores, Enfermedades mentales, Inclusión educativa, Problemas de aprendizaje, Profesor
Actitudes profesores, Enfermedades mentales, Inclusión educativa, Problemas de aprendizaje, Profesor
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- THE LONG-TERM STABILITY OF SOCIOMETRIC STATUS CLASSIFICATION: A LONGITUDINAL STUDY OF INCLUDED PUPILS WHO HAVE MODERATE LEARNING DIFFICULTIES AND THEIR MAINSTREAM PEERS
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- THE ATTITUDES OF MAINSTREAM TEACHERS TOWARDS PUPILS WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
- The role of special assistant teacher to help special needs student through instructional interactions in an inclusive classroom
- PROMOTING HIGH ACHIEVEMENT. FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS
- EVALUATING THE EFFECTIVENESS OF INTENSIVE INTERACTIVE TEACHING WITH PUPILS WITH PROFOUND AND COMPLEX LEARNING DIFFICULTIES