Literaturnachweis - Detailanzeige
| Autor/inn/en | Gilberts, Guy H.; Agran, Martin; Hughes, Carolyn; Wehmeyer, Michael |
|---|---|
| Titel | The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms. |
| Quelle | In: Journal of the Association for Persons with Severe Handicaps (JASH), 26 (2001) 1, S.25-36 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0274-9483 |
| Schlagwörter | Inclusive Schools; Interpersonal Communication; Interpersonal Competence; Middle School Students; Middle Schools; Peer Relationship; Peer Teaching; Self Evaluation (Individuals); Severe Disabilities; Student Behavior Inclusive school; Integrative Schule; Interpersonale Kommunikation; Interpersonale Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Peer-Beziehungen; Peer group teaching; Peer Group Teaching; Severe disability; Schwerbehinderung; Student behaviour; Schülerverhalten |
| Abstract | A study investigated effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilities. Results indicate an increase in percentages of occurrence of survival skills across all students. Teachers noted positive changes for four of the students. (Contains references.) (Author/CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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