PROMOTING TRANSITION GOALS AND SELF-DETERMINATION THROUGH STUDENT SELF-DIRECTED LEARNING: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
Guardat en:
AGRAN, M., ET AL., PROMOTING TRANSITION GOALS AND SELF-DETERMINATION THROUGH STUDENT SELF-DIRECTED LEARNING: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, Vol. 35, no. 4 (2000), p. 351-364.
Ref.
101313
Localització:
SIIS R.404
Palabras clave:
Autodeterminación, Discapacidad intelectual, Método educativo, Programas de promoción
Autodeterminación, Discapacidad intelectual, Método educativo, Programas de promoción
Ítems similars: PROMOTING TRANSITION GOALS AND SELF-DETERMINATION THROUGH STUDENT SELF-DIRECTED LEARNING: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
- PROMOTING CAUSAL AGENCY: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
- WRITING LESSON PLANS FOR PROMOTING SELF-DETERMINATION
- PREPARING HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES FOR THE TRANSITION TO POSTSECONDARY EDUCATION: TEACHING THE SKILLS OF SELF-DETERMINATION
- A MODEL FOR PARENT-TEACHER COLLABORATION TO PROMOTE SELF-DETERMINATION IN YOUNG CHILDREN WITH DISABILITIES
- STUDENT SELF-REPORT MEASURE OF SELF-DETERMINATION OF STUDENTS WITH COGNITIVE DISABILITIES
- PROMOTING STUDENT SELF-DETERMINATION SKILLS IN IEP PLANNING