STUDENTS' PERCEPTIONS OF INSTRUCTION IN INCLUSION CLASSROOMS: IMPLICATIONS FOR STUDENTS WITH LEARNING DISABILITIES
Zapisane w:
KLINGNER, J.K., VAUGHN, S., STUDENTS' PERCEPTIONS OF INSTRUCTION IN INCLUSION CLASSROOMS: IMPLICATIONS FOR STUDENTS WITH LEARNING DISABILITIES. EXCEPTIONAL CHILDREN, Vol. 66, no. 1 (1999), p. 23-37.
Ref.
84546
Lokalizacja:
SIIS R.120
Palabras clave:
Actitudes, Compañeros, Discapacidad, Inclusión educativa, Literatura científica, Problemas de aprendizaje
Actitudes, Compañeros, Discapacidad, Inclusión educativa, Literatura científica, Problemas de aprendizaje
Podobne zapisy: STUDENTS' PERCEPTIONS OF INSTRUCTION IN INCLUSION CLASSROOMS: IMPLICATIONS FOR STUDENTS WITH LEARNING DISABILITIES
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- CREATING LEARNING OPPORTUNITIES FOR STUDENTS WITH SEVERE DISABILITIES IN INCLUSIVE CLASSROOMS