Comparative expectations of teachers and parents with regard to memory skills in children with intellectual disabilities
By: Arabsolghar, Fatemeh.
Contributor(s): Elkins, John.
Series: Journal of Intellectual & Developmental Disability 25 (3) 2000: 169-179.Publisher: 2000Content type: text Media type: unmediated Carrier type: volume Subject(s): COGNITIVE SKILLS
| INTELLECTUAL DISABILITY | MEMORY | PARENTAL OPINIONS | TEACHERS ROLESummary: It is generally assumed that teachers and parents assist children to develop their memory skills in primary school years. However, little is known about their views of cognitive and metacognitive skills in children with intellectual disabilities. The ways in which teachers and parents expected their children to use, or to know how to use,memory skills were examined in this study. [AJ].
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 13221 |
Total holds: 0
It is generally assumed that teachers and parents assist children to develop their memory skills in primary school years. However, little is known about their views of cognitive and metacognitive skills in children with intellectual disabilities. The ways in which teachers and parents expected their children to use, or to know how to use,memory skills were examined in this study. [AJ].
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