CLASSROOM ORGANISATION AND INTERACTIONS OF PUPILS WITH MODERATE LEARNING DIFFICULTIES IN MAINSTREAM AND SPECIAL SCHOOLS
Gespeichert in:
BUCKLAND, M., CROLL, P., CLASSROOM ORGANISATION AND INTERACTIONS OF PUPILS WITH MODERATE LEARNING DIFFICULTIES IN MAINSTREAM AND SPECIAL SCHOOLS. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 2, no. 2 (1987), p. 75-87.
Ref.
960
Standort:
SIIS R.753 Depósito (98)
Palabras clave:
Actitudes profesores, Enfermedades mentales, Inclusión educativa, Problemas de aprendizaje, Profesor
Actitudes profesores, Enfermedades mentales, Inclusión educativa, Problemas de aprendizaje, Profesor
Ähnliche Einträge: CLASSROOM ORGANISATION AND INTERACTIONS OF PUPILS WITH MODERATE LEARNING DIFFICULTIES IN MAINSTREAM AND SPECIAL SCHOOLS
- THE LONG-TERM STABILITY OF SOCIOMETRIC STATUS CLASSIFICATION: A LONGITUDINAL STUDY OF INCLUDED PUPILS WHO HAVE MODERATE LEARNING DIFFICULTIES AND THEIR MAINSTREAM PEERS
- THE ATTITUDES OF MAINSTREAM TEACHERS TOWARDS PUPILS WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
- A STRUCTURED PROGRAMME OF WORK EXPERIENCE FOR PUPILS WITH LEARNING DIFFICULTIES
- PROMOTING HIGH ACHIEVEMENT. FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS
- EFFECTIVE INCLUSION. PROFESSIONAL DEVELOPMENT IN THE CONTEXT OF THE CLASSROOM
- HOW WELL NEW TEACHERS ARE PREPARED TO TEACH PUPILS WITH LEARNING DIFFICULTIES AND/OR DISABILITIES