Literaturnachweis - Detailanzeige
Autor/in | Glynn, Ted |
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Titel | Contexts for Learning: Implications for Mildly and Moderately Handicapped Children. |
Quelle | In: Australia and New Zealand Journal of Developmental Disabilities, 11 (1985) 4, S.257-63 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Classroom Environment; Cognitive Style; Elementary Education; Feedback; Intellectual Development; Learning Strategies; Mild Mental Retardation; Moderate Mental Retardation; Teacher Student Relationship |
Abstract | Contexts in which mentally retarded children learn may be counter-productive in that they reinforce excessively dependent learning strategies. Research on nonhandicapped children suggests that contexts which allow children to initiate as well as respond promote independent learning, suggesting ways to structure learning opportunities for mildly and moderately retarded students. (Author/CB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |