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Relationship of preschool special education outcomes to instructional practices and parent-child interaction

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Description:
An inquiry into the influence of the type of special education instruction provided on children?s developmental outcomes, based on a sample of 70 children from 41 Early Childhood Special Education classrooms receiving either developmental, didactic, or naturalistic instruction
Resource Type:
Reports & Papers
Publisher(s):
Country:
United States
State(s):
Ohio

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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