The Adaptation of Regular Elementary Classrooms for Children With Moderate and Severe Disabilities: Inclusion Practices from the Principal's Perspective
This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrativ...
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| Format: | Others |
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Digital Commons @ East Tennessee State University
1995
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| Online Access: | https://dc.etsu.edu/etd/2698 https://dc.etsu.edu/cgi/viewcontent.cgi?article=4089&context=etd |