FEEDBACK ABOUT INTEGRATING MIDDLE-SCHOOL STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSES
Guardat en:
YORK, J., ET AL., FEEDBACK ABOUT INTEGRATING MIDDLE-SCHOOL STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSES. EXCEPTIONAL CHILDREN, Vol. 58, no. 3 (1992), p. 244-258.
Ref.
24852
Localització:
SIIS R.120
Palabras clave:
Discapacidad, Experiencias, Inclusión educativa, Resultados, EE.UU.
Discapacidad, Experiencias, Inclusión educativa, Resultados, EE.UU.
Ítems similars: FEEDBACK ABOUT INTEGRATING MIDDLE-SCHOOL STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION CLASSES
- STRATEGIES FOR ACHIEVING AN INTEGRATED EDUCATION FOR MIDDLE SCHOOL STUDENTS WITH SEVERE DISABILITIES
- INSTRUCTION AND LEARNING IN MIDDLE SCHOOL SCIENCE CLASSES: IMPLICATIONS FOR STUDENTS WITH DISABILITIES
- INTEGRATING STUDENTS WITH MODERATE AND SEVERE DISABILITIES INTO GENERAL EDUCATION CLASSES
- INSTRUCTIONAL CONSEQUENCES IN MAINSTREAMED MIDDLE SCHOOL CLASSES: REINFORCEMENT AND CORRECTIONS
- EVALUATING THE EFFECTS OF PLACEMENT OF STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION VERSUS SPECIAL CLASSES
- EFFECTS OF REPEATED READINGS, ERROR CVORRECTION, AND PERFORMANCE FEEDBACK ON THE FLUENCY AND COMPREHENSION OF MIDDLE SCHOOL STUDENTS WITH BEHAVIOR PROBLEMS