NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ515238
Record Type: Journal
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0312-5033
Supporting Regular Early Childhood Teachers in Integrating Young Children with Disabilities: A Power Continuum.
Schloss, Patrick J.; And Others
Australian Journal of Early Childhood, v20 n4 p19-29 Dec 1995
Identifies a continuum of instructional strategies to promote the entry of children with moderate-to-severe disabilities into regular preschool classrooms. The continuum is based on the concept of power judgements, which result in the use of strategies that are likely to produce the desired effect with the lowest expenditure of effort, resources, and disruption of teachers and children. (HTH)
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A