SOCIOCULTURAL CONTEXT EFFECTS ON TEACHERS' READINESS TO REFER FOR LEARNING DISABILITIES
Saved in:
DRAME, E.R., SOCIOCULTURAL CONTEXT EFFECTS ON TEACHERS' READINESS TO REFER FOR LEARNING DISABILITIES. EXCEPTIONAL CHILDREN, Vol. 69, no. 1 (2002), p. 41-53.
Ref.
116249
Location:
SIIS R.120 Archivo
Palabras clave:
Detección, Educación especial, Enfermedades mentales, Origen social, Problemas de aprendizaje, Problemas de conducta, Profesor
Detección, Educación especial, Enfermedades mentales, Origen social, Problemas de aprendizaje, Problemas de conducta, Profesor
Similar Items: SOCIOCULTURAL CONTEXT EFFECTS ON TEACHERS' READINESS TO REFER FOR LEARNING DISABILITIES
- EXAMINING THE INSTRUCTIONAL CONTEXTS OF STUDENTS WITH LEARNING DISABILITIES
- TEACHER PERCEPTIONS OF TEMPERAMENT CHARACTERISTICS OF CHILDREN CLASSIFIED AS LEARNING DISABLED
- CLASSROOM TEACHERS' VIEWS OF INTERVENTION STRATEGIES FOR LEARNING AND BEHAVIOR PROBLEMS: WHICH ARE REASONABLE AND HOW FREQUENTLY ARE THEY USED?
- AN EXAMINATION OF THE HOMEWORK PRACTICES OF TEACHERS OF STUDENTS WITH LEARNING DISABILITIES
- EFFECTIVE INCLUSION. PROFESSIONAL DEVELOPMENT IN THE CONTEXT OF THE CLASSROOM
- EMPOWERING TEACHERS TO USE SUCCESSFUL STRATEGIES