Journal article
The Relationship Between the Peer Interaction of Children with Disabilities in Integrated Preschools and Resource and Classroom Teacher Behaviors
Abstract
Programming variables important for social integration of children with disabilities in regular early childhood settings may be identified by studying which teacher behaviors are associated with high rates of these children' peer interaction. The present study examined (a) differences between classroom teacher and resource teacher (early childhood special educator) behaviors during indoor play periods and (b) the relationship of teacher …
Authors
Hundert J; Mahoney WJ; Hopkins B
Journal
Topics in Early Childhood Special Education, Vol. 13, No. 3, pp. 328–343
Publisher
SAGE Publications
Publication Date
7 1993
DOI
10.1177/027112149301300309
ISSN
0271-1214