Page 75 - E-MODUL_PENDIDIKAN INKLUSI

DAFTAR PUSTAKA

(1997). Peer-assisted learning strategies: Making classrooms more responsive to
diversity. American
24 of the Rights of Persons with Disabilities. Geneva,
A. Nevin (Eds.), Creativity and collaborative learning. Baltimore: Brookes Press.
Adams, G. (1996). Project Follow Through and beyond. Effective School Practices,
15(1), 43.
Adams, G., & Engelmann, S. (1996). Research on Direct Instruction. Seattle, WA:
Educational Achievement Systems.
Ainscow, M., & Miles, S. (2008). Making education for all
Anapiosyan, A., Hayrapetyan, G., & Hovsepyan, S. (2014).
Anapiosyan, A., Hayrapetyan, G., & Hovsepyan, S. (2014). Approximation of
inclusive education in Armeni to international standards and practices.
Yerevan, Armenia: Open Society Foundations–Armenia Policy Fellowship
Initiative.
Apoyan, A. E. (2014). Cooperative teaching according to the demand curriculum.
Teaching Methodology, 1, 336-345.
Approximation of inclusive education in Armenia in relation to international
Standards and Practices. Yerevan:
Arnaudyan, A., Gyulbudaghyan, A., Khachatryan, S., Khrimyan, S., & Petrosyan
(2004). Teachers’ manual on professional development. Yerevan: Publishing
House of the National Institute of Education.
Aryan. Paylozyan, Z. (2017). Games from Aie-Ben Planet. Yerevan: VMV-PRINT.
Astvatsatryan, M., Arnaudyan, A., Ohanova, I., Eremyan, L., Hovhannisyan, A.,
Terzyan, G., & Lalayan, K. (2004). New approaches to the process of
teachers’ preparation: Alternative interpretation. Manual for preservice
education. Yerevan: Noyan Tapan.
Avagyan, A., Baghdasaryan, L., & Sargsyan, K. (2016).
Becker, W. C. (1978). The national evaluation of Follow Through: Behavior theory-
based programs come out on top. Education and Urban Society, 10, 431–
458.
Becker, W. C., & Carnine, D. W. (1980). Direct instruction: An effective approach to
educational intervention with the disadvantaged and low performers. In B. B.
Becker, W. C., & Engelmann, S. (1978). Analysis of achievement data on six
cohorts of low-income children from 20 school districts in the University of
Oregon Direct Instruction Follow Through model. (Technical report 78-1).
Eugene: University of Oregon.
Becker, W. C., & Gersten, R. (1982). A follow-up of Follow Through: The later
effects of the direct instruction model on children in fifth and sixth grades.
American Educational Research Journal, 19, 75–92.
Belarus, Georgia, Moldova and Ukraine: final

72