CLASSROOM INTERACTIONS OF MILDLY INTELLECTUALLY DISABLED CHILDREN IN SPECIAL AND REGULAR CLASSROOMS
সংরক্ষণ করুন:
WHIRTER, J., ET AL., CLASSROOM INTERACTIONS OF MILDLY INTELLECTUALLY DISABLED CHILDREN IN SPECIAL AND REGULAR CLASSROOMS. AUSTRALIA AND NEW ZEALAND JOURNAL OF DEVELOPMENTAL DISABILITIES, Vol. 16, no. 1 (1990), p. 39-48.
Ref.
20147
অবস্থান:
SIIS R.117 Depósito (8/9)
Palabras clave:
Aulas especiales, Discapacidad, Discapacidad intelectual, Escuela, Estudio comparativo, Inclusión educativa, Infancia, Lectura y escritura, Matemáticas, Nueva Zelanda
Aulas especiales, Discapacidad, Discapacidad intelectual, Escuela, Estudio comparativo, Inclusión educativa, Infancia, Lectura y escritura, Matemáticas, Nueva Zelanda
অনুরূপ উপাদানগুলি: CLASSROOM INTERACTIONS OF MILDLY INTELLECTUALLY DISABLED CHILDREN IN SPECIAL AND REGULAR CLASSROOMS
- FIVE WAYS TO BRIDGE THE RESOURCE ROOM-TO-REGULAR CLASSROOM GAP
- CLASSROOM ATTRIBUTES AND ACHIEVEMENT TEST SCORES FOR DEAF AND HARD OF HEARING STUDENTS
- INCREASING OPPORTUNITIES FOR REQUESTING IN CLASSROOMS SERVING CHILDREN WITH DEVELOPMENTAL DISABILITIES
- FACTORS INFLUENCING THE SOCIAL STATUS OF CHILDREN WITH MILD ACADEMIC DISABILITIES IN REGULAR CLASSROOMS
- RETHINKING THE REGULAR EDUCATION INITIATIVE: FOCUS ON THE CLASSROOM TEACHER
- THE RANGE OF READING SKILLS WITHIN AND ACROSS GENERAL EDUCATION CLASSROOMS: CONTRIBUTIONS TO UNDERSTANDING SPECIAL EDUCATION FOR STUDENTS WITH MILD HANDICAPS