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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1044/lle16.3.97|
|Google Scholar:||Look up in Google Scholar|
This article summarizes research related to pedagogical approaches to special education, and characteristics of teacher's attitudes and beliefs that supports effective inclusion practices. Additionally, the author summarizes factors that may both enable and disable children with DS's progress, and notes speech and language characteristics from research to date.
|Item Type:||Journal Article|
|Copyright Holders:||2009 American Speech-Language-Hearing Association|
|Academic Unit/School:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Users 9543 not found.|
|Date Deposited:||14 Apr 2010 13:10|
|Last Modified:||30 Nov 2016 09:27|
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