Literaturnachweis - Detailanzeige
Autor/inn/en | Odom, Samuel L.; und weitere |
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Titel | Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities. |
Quelle | In: Exceptional Children, 60 (1994) 3, S.226-36Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
Schlagwörter | Classroom Environment; Disabilities; Early Intervention; Educational Practices; Interpersonal Competence; Peer Relationship; Preschool Education; Special Education Teachers; Teacher Attitudes; Teaching Methods Klassenklima; Unterrichtsklima; Handicap; Behinderung; Bildungspraxis; Interpersonale Kompetenz; Peer-Beziehungen; Pre-school education; Vorschulerziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | This study assessed the judgments of 131 preschool special education teachers on the acceptability, feasibility, and current use of child-specific, peer-mediated, and environmental arrangement intervention strategies for promoting social interaction skills of young children with disabilities. Teachers found all three types of interventions acceptable and feasible. (DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |