Effects of Differing Levels of Inclusion on Preschoolers with Disabilities
作者： Paulette E. Mills , Kevin N. Cole , Joseph R. Jenkins , Philip S. Dale
DOI: 10.1177/001440299806500106
关键词: Cognitive development 、 Cognition 、 Language development 、 Developmental psychology 、 Psychology 、 Social integration 、 Inclusion (education) 、 Language acquisition 、 Special education 、 Mainstreaming
摘要: This study compared three levels of inclusion (special education-only, integrated special education, and mainstream placements) on cognitive language development preschool children with disa...
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