COOK, Amy L., WILCZENSKI, Felicia L. und VANDERBERG, Laura, 2017. Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability. Journal of the American Academy of Special Education Professionals. 1 Januar 2017. P. 25-44.
Elsevier - Harvard (with titles)Cook, A.L., Wilczenski, F.L., Vanderberg, L., 2017. Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability. Journal of the American Academy of Special Education Professionals 25-44.
American Psychological Association 7th editionCook, A. L., Wilczenski, F. L., & Vanderberg, L. (2017). Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability. Journal of the American Academy of Special Education Professionals, 25-44.
Springer - Basic (author-date)Cook AL, Wilczenski FL, Vanderberg L (2017) Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability. Journal of the American Academy of Special Education Professionals 25-44
Juristische Zitierweise (Stüber) (Deutsch)Cook, Amy L./ Wilczenski, Felicia L./ Vanderberg, Laura, Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability, Journal of the American Academy of Special Education Professionals 2017, 25-44.