Identifying Skills for Promoting Successful Inclusion in Kindergarten
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Tools and methods
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This article discusses assisting children with delays and disabilities to develop skills which will maximise their chances of success in regular education classrooms. 33 children were measured following one term and one year in regular kindergarten. Assessments based on teacher. Weak relationships between the direct and indirect measures of classroom skills raise questions about the interpretation of research that relies entirely on the perceptions of teachers.
| Alternate title: | Journal of Intellectual and Developmental Disability, 30,1, 31-44 |
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| Creator: | Kemp, C.,Carter, M. |
| Type of resource: | Article |
| Language: | English |
| Date added: | 27 July 2009 |
| Date last modified: | 23 September 2009 |
