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Details van artikel 12 van 15 gevonden artikelen
| Titel: |
Teacher's roles in supporting inclusion and peer competence: Frameworks for decision-making |
| Auteur: |
Strangis, Diane E. Kemple, Kristen M. Duncan, Tashawna |
| Verschenen in: |
Journal of early childhood teacher education |
| Paginering: | Jaargang 23 (2002) nr. 3 pagina's 287-291 |
| Jaar: |
2002 |
| Inhoud: |
Social development is an important developmental domain for children ages birth through age 8. Increasingly, children with disabilities are included in general education classrooms. Preservice teachers need to develop the knowledge base and decision-making skills regarding teacher roles and strategies related to peer social competence and inclusion. This paper focuses on how the faculty in the preservice Unified Early Childhood Education PROTEACH program at the University of Florida uses frameworks, including a hierarchy and continuum of interventions for promoting peer social competence, and frameworks for reflective teaching and collaborative teaming. |
| Uitgever: |
Taylor & Francis |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 12 van 15 gevonden artikelen
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