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Making Special Education Inclusive : From Research to Practice.
The aim of this book is to consider how schools and LEAs can develop inclusive policies and practices for students who experience a range of difficulties in learning or behavior. It highlights debates and contradictions about the realities of inclusion and suggests ways in which practice can move fo...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor and Francis,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 003 | OCoLC | ||
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| 050 | 4 | |a LC1203.G7 M35 2012 | |
| 082 | 0 | 4 | |a 371.9 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Farrell, Peter. | |
| 245 | 1 | 0 | |a Making Special Education Inclusive : |b From Research to Practice. |
| 260 | |a Hoboken : |b Taylor and Francis, |c 2012. | ||
| 300 | |a 1 online resource (222 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a The aim of this book is to consider how schools and LEAs can develop inclusive policies and practices for students who experience a range of difficulties in learning or behavior. It highlights debates and contradictions about the realities of inclusion and suggests ways in which practice can move forward. The contributors look at key areas of development in special and inclusive education and considers ways in which the latest research can inform practice. Areas covered include promoting inclusion for all; how to make sense of the Code of Practice SEN Thresholds; working with Teaching Assistan. | ||
| 505 | 0 | |a Front Cover; Making Special Education Inclusive; Copyright Page; Contents; Foreword; Acknowledgements; About the Authors; Chapter 1.Making special education inclusive: mapping the issues: Peter Farrell and Mel Ainscow; Section 1; Chapter 2. Looking them in the eyes: is rational provision for students 'with special educational needs' really possible?: Alan Dyson and Alan Millward; Chapter 3. Using research to encourage the development of inclusive practices: Mel Ainscow; Chapter 4. Can teaching assistants make special education inclusive?: Peter Farrell and Maggie Balshaw | |
| 505 | 8 | |a Chapter 5. Learning about inclusive education: the role of EENET in promoting international dialogue: Susie MilesSection 2; Chapter 6. Pastoral care, inclusion and counselling: Henry Hollanders; Chapter 7. Inclusive education and lesbian and gay young people: Jo Frankham; Chapter 8. Inclusive solutions for children with emotional and behavioural difficulties: Steve Rooney; Chapter 9.Can nurture groups facilitate inclusive practice in primary schools?: Andy Howes, Judith Emanuel and Peter Farrell; Chapter 10.The impact of domestic violence on children: implications for schools: Anne Rushton | |
| 505 | 8 | |a Section 3Chapter 11. Checking individual progress in phonics: Rea Reason and Sue Palmer; Chapter 12. What do we mean when we say 'dyslexia' and what difference does it make anyway?: Kevin Woods; Section 4; Chapter 13. Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools: Wendy Lynas; Chapter 14. The inclusion of children with visual impairment in the: mainstream primary school classroom: Pauline Davis and Vicky Hopwood; Chapter 15.Interdisciplinary support for children with epilepsy in: mainstream schools: Gill Parkinson | |
| 505 | 8 | |a Chapter 16. The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties: Mark BarberSection 5; Chapter 17. Building tomorrow together: effective transition planning for pupils with special needs: Filiz Polat, Afroditi Kalambouka and Bill Boyle; Chapter 18. An inclusive society? One young man with learning difficulties doesn't think so!: Iain Carson; Index | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Inclusive education |z Great Britain. | |
| 650 | 0 | |a Mainstreaming in education |z Great Britain. | |
| 650 | 0 | |a Special education |z Great Britain. | |
| 650 | 6 | |a Intégration scolaire |z Grande-Bretagne. | |
| 650 | 6 | |a Éducation spéciale |z Grande-Bretagne. | |
| 650 | 7 | |a Inclusive education |2 fast | |
| 650 | 7 | |a Mainstreaming in education |2 fast | |
| 650 | 7 | |a Special education |2 fast | |
| 651 | 7 | |a Great Britain |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP | |
| 700 | 1 | |a Ainscow, Mel. | |
| 758 | |i has work: |a Making special education inclusive (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFXmQYFyMQ7vKQjmD7cdcP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9781853468544 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1020278 |z Texto completo |
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| 994 | |a 92 |b IZTAP | ||