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vay amk yardım ruhumuzu gibertmişler

yok mu ingilizcesi dipçik gibi babayiğitler amk çevirip bide sunum haline getiricem özet şeklinde çevirsenizde yeter

Article:
Numerous studies have demonstrated methods that facilitate the integration of special education students with students in regular education. These methods include direct social skills training for students with mental retardation (Gresham, 1981, 1982, 1983; Madden & Slavin, 1983) and peer socialization-oriented programs (Rynders, Schleien, & Mustonen, 1989; Schleien, Rynders, & Mustonen, 1988). Many of the peer socialization-oriented programs involve the preparation of peers who do not have mental retardation to be "special friends" (Voeltz et al., 1983) through cooperative learning techniques (Johnson & Johnson, 1983; Slavin, 1983) as well as the use of recreation or leisure activities (Rynders, Johnson, Johnson, & Schmidt, 1980; Schleien, Ray, Soderman-Olson, & McMahon, 1987).
Although these programs have been successful, there are still problems in integrating these students into regular programming. One of the most vexing problems has to do with providing an environment for students with mental retardation that is both motivationally stimulating and emotionally "safe." Gresham (1983) noted:
It has been demonstrated that many handicapped children have a high need for social reinforcement, exhibit anxiety in mastery situations, are motivated more by failure-avoidance than by success striving, and have a low expectancy for success. (p. 202)
In the present paper we have described a project, entitled Acting Together, designed to determine the role that drama might play in integrating students with mild to severe mental retardation with students who do not have mental retardation. A two-group (experimental and contrast) design was employed to answer the question, Given two groups (drama and cooperative games) containing special and regular education students, both involved in activities that can promote positive social interaction, which group will display more positive socialization behaviors?

buyur panpa ama biraz uzun kısım kısım atayım çevirceksen ?

Yarak metni yaz bari

yaşayan yaşamayan yaşamak üzere olan tüm baykuşlar uğruna up

beyler uzun süredir sözlüğe girmiyodum zor durumda kaldım yardım ederse panpalarım eder diye koştum geldim yüksek lisans drama dersi için ingilizce çeviri olayı var bi el atarsanız fazlasıyla bahtiyar olurum.

Twenty-four fifth grade (or equivalent age) students were assigned to one of two treatment conditions consisting of equal numbers of students from regular and special education classes. One group was involved in a dramatic games condition culminating in a theatrical performance planned by the group. The second group was involved in a noncompetitive games condition culminating in a demonstration of games developed by the group. Observational data recording initiations and receptions of prosocial bids were collected for all subjects receiving special education services within both groups. A sociometric measure was used to assess the perceived quality of friendships both before and after the interventions. Results showed that students with mental retardation in the drama condition were targeted for positive social interactions by peers without mental retardation significantly more and were more highly regarded as friends than were those in the games condition.

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