THE RELATIONSHIP BETWEEN THE PEER INTERACTION OF CHILDREN WITH DISABILITIES IN INTEGRATED PRESCHOOLS AND RESOURCE AND CLASSROOM TEACHER BEHAVIORS
Bewaard in:
HUNDERT, J., ET AL., THE RELATIONSHIP BETWEEN THE PEER INTERACTION OF CHILDREN WITH DISABILITIES IN INTEGRATED PRESCHOOLS AND RESOURCE AND CLASSROOM TEACHER BEHAVIORS. TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION, Vol. 13, no. 3 (1993), p. 328-343.
Ref.
35807
Plaats:
SIIS R.545
Palabras clave:
Compañeros, Discapacidad, Educación infantil, Estudio comparativo, Inclusión educativa, Interacción, Profesor, Profesor de apoyo
Compañeros, Discapacidad, Educación infantil, Estudio comparativo, Inclusión educativa, Interacción, Profesor, Profesor de apoyo
Gelijkaardige items: THE RELATIONSHIP BETWEEN THE PEER INTERACTION OF CHILDREN WITH DISABILITIES IN INTEGRATED PRESCHOOLS AND RESOURCE AND CLASSROOM TEACHER BEHAVIORS
- RELATIONSHIP OF TEMPERAMENT TO PRESCHOOLERS' INTERACTIONS WITH PEERS AND TEACHERS
- TRAINING SUPERVISORS IN A COLLABORATIVE TEAM APPROACH TO PROMOTE PEER INTERACTION OF CHILDREN WITH DISABILITIES IN INTEGRATED PRESCHOOLS
- THE RELATIONSHIP OF ACHIEVEMENT AND PEER STATUS TO TEACHER ATTITUDES TOWARD YOUNG CHILDREN
- PERCEPTIONS OF TEACHERS OF STUDENTS WITH MODERATE, SEVERE, OR PROFOUND DISABILITIES ON FACILITATING FRIENDSHIPS WITH NONDISABLED PEERS
- UNLOCKING EXPERTISE AMONG CLASSROOM TEACHERS THROUGH STRUCTURED DIALOGUE: EXTENDING RESEARCH ON PEER COLLABORATION
- IMPROVING MOTOR RESPONSES IN STUDENTS WITH SEVERE DISABILITIES USING ADULT INSTRUCTION AND PEER SOCIAL INTERACTIONS