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Emotional and behavioural difficulties in mainstream schools /
Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursu...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; New York :
JAI,
2001.
|
| Colección: | International perspectives on inclusive education ;
v. 1. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Emotional and behavioural difficulties in mainstream schools / |c edited by John Visser, Harry Daniels, Ted Cole. |
| 246 | 3 | |a Emotional and behavioral difficulties in mainstream schools | |
| 260 | |a Amsterdam ; |a New York : |b JAI, |c 2001. | ||
| 300 | |a 1 online resource (xi, 201 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a International perspectives on inclusive education, |x 1479-3636 ; |v v. 1 | |
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice. | ||
| 590 | |a Emerald Insight |b Emerald All Book Titles | ||
| 650 | 0 | |a Mainstreaming in education. | |
| 650 | 0 | |a Behavior disorders in children. | |
| 650 | 0 | |a Classroom management. | |
| 650 | 6 | |a Troubles du comportement chez l'enfant. | |
| 650 | 6 | |a Classes (Éducation) |x Conduite. | |
| 650 | 7 | |a Teaching of students with emotional & behavioural difficulties. |2 bicssc | |
| 650 | 7 | |a Schools. |2 bicssc | |
| 650 | 7 | |a Education |x Special Education |x General. |2 bisacsh | |
| 650 | 7 | |a Behavior disorders in children |2 fast | |
| 650 | 7 | |a Classroom management |2 fast | |
| 650 | 7 | |a Mainstreaming in education |2 fast | |
| 700 | 1 | |a Visser, John, |d 1946- | |
| 700 | 1 | |a Daniels, Harry. | |
| 700 | 1 | |a Cole, Ted. | |
| 776 | 0 | 8 | |i Print version: |t Emotional and behavioural difficulties in mainstream schools. |d Amsterdam ; New York : JAI, 2001 |z 0762307226 |w (DLC) 2001029468 |w (OCoLC)46507404 |
| 830 | 0 | |a International perspectives on inclusive education ; |v v. 1. | |
| 856 | 4 | 0 | |u https://emerald.uam.elogim.com/insight/publication/doi/10.1016/S1479-3636(2001)1 |z Texto completo |
| 938 | |a Internet Archive |b INAR |n emotionalbehavio0000unse | ||
| 994 | |a 92 |b IZTAP | ||