SELF-DETERMINATION AND INCLUSION: ARE STUDENTS WITH MILD MENTAL RETARDATION MORE SELF-DETERMINED IN REGULAR CLASSROOMS?

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ZHANG, D., SELF-DETERMINATION AND INCLUSION: ARE STUDENTS WITH MILD MENTAL RETARDATION MORE SELF-DETERMINED IN REGULAR CLASSROOMS?. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, Vol. 36, no. 4 (2001), p. 357-362.

Ref. 109003

Location: SIIS R.404

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Palabras clave:
Autodeterminación, Discapacidad intelectual, Discapacidad leve, Educación especial, Efectos, Estudio comparativo, Inclusión educativa

SELF-DETERMINATION AND INCLUSION: ARE STUDENTS WITH MILD MENTAL RETARDATION MORE SELF-DETERMINED IN REGULAR CLASSROOMS?

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