CURRENT APPROACHES TO SCIENCE EDUCATION: IMPLICATIONS FOR MAINSTREAM INSTRUCTION OF STUDENTS WITH DISABILITIES
Guardat en:
SCRUGGS, T.E., MASTROPIERI, M.A., CURRENT APPROACHES TO SCIENCE EDUCATION: IMPLICATIONS FOR MAINSTREAM INSTRUCTION OF STUDENTS WITH DISABILITIES. REMEDIAL AND SPECIAL EDUCATION, Vol. 14, no. 1 (1993), p. 15-24.
Ref.
29593
Localització:
SIIS R.515
Palabras clave:
Actividades de la vida diaria, Curriculum, Desarrollo cognitivo, Desarrollo motor, Discapacidad, Estudiantes, Inclusión educativa, Lenguaje, Recomendaciones
Actividades de la vida diaria, Curriculum, Desarrollo cognitivo, Desarrollo motor, Discapacidad, Estudiantes, Inclusión educativa, Lenguaje, Recomendaciones
Ítems similars: CURRENT APPROACHES TO SCIENCE EDUCATION: IMPLICATIONS FOR MAINSTREAM INSTRUCTION OF STUDENTS WITH DISABILITIES
- NORMAL SCIENCE AND MOBILITY INSTRUCTION
- THE CHALLENGES OF METACOGNITIVE INSTRUCTION
- EDUCATING CHILDREN WITH MULTIPLE DISABILITIES. A TRANSDISCIPLINARY APPROACH
- SCIENCE INSTRUCTION AT THE SECONDARY LEVEL: IMPLICATIONS FOR STUDENTS WITH LEARNING DISABILITIES
- ARITHMETIC PROGRAMMING STUDENTS WITH DISABILITIES: AN ALTERNATIVE
- SYSTEMATIC INSTRUCTION FOR RETARDED CHILDREN: THE ILLINOIS PROGRAM. MOTOR PERFORMANCE AND RECREATION INSTRUCTION