How Teachers Include Students with Moderate and Severe Disabilities in Elementary Classes: The Means and Meaning of Inclusion

Research and Practice for Persons with Severe Disabilities

Volumn 22, Issue 3, 1997, Pages 159-169

  Janney, Rachel E ^a   Snell, Martha E ^b  

^a RADFORD UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

adaptations; developmental disabilities; inclusion; instructional strategies; integration; peer relationships; social interaction

Indexed keywords

EID: 0031234524     PISSN: 15407969     EISSN: 21692408     Source Type: Journal    
DOI: 10.1177/154079699702200304     Document Type: Article

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