The Relationship Between the Peer Interaction of Children with Disabilities in Integrated Preschools and Resource and Classroom Teacher Behaviors

Programming variables important for social integration of children with disabilities in regular early childhood settings may be identified by studying which teacher behaviors are associated with high rates of these children' peer interaction. The present study examined (a) differences between c...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Topics in early childhood special education 1993-07, Vol.13 (3), p.328-343
Hauptverfasser:	Hundert, Joel, Mahoney, William J., Hopkins, Benita
Format:	Artikel
Sprache:	eng
Schlagworte:	Behaviour Children with disabilities Classrooms Disabilities Group Behavior Integration Interaction Interaction Process Analysis Mainstreaming Peer Relationship Peer relationships Preschool children Preschool Education Regular and Special Education Relationship Relationship Resource Teachers Social Integration Special Education Teachers Special needs young children Teacher Behavior Teacher Student Relationship Teachers Young Children
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!