DOUBLE STANDARDS AND FIRST PRINCIPLES: FRAMING TEACHING ASSISTANT SUPPORT FOR PUPILS WITH SPECIAL EDUCATION NEEDS
Sparad:
WEBSTER, R., ET AL., DOUBLE STANDARDS AND FIRST PRINCIPLES: FRAMING TEACHING ASSISTANT SUPPORT FOR PUPILS WITH SPECIAL EDUCATION NEEDS. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 25, no. 4 (2010), p. 319-348.
Ref.
174198
Placering:
SIIS R.753 Archivo
Palabras clave:
Crítica, Dependencia, Discapacidad, Efectos, Evaluación de servicios, Infancia, Necesidades educativas especiales, Perfil profesional, Profesor de apoyo, Reino Unido
Crítica, Dependencia, Discapacidad, Efectos, Evaluación de servicios, Infancia, Necesidades educativas especiales, Perfil profesional, Profesor de apoyo, Reino Unido
Liknande verk: DOUBLE STANDARDS AND FIRST PRINCIPLES: FRAMING TEACHING ASSISTANT SUPPORT FOR PUPILS WITH SPECIAL EDUCATION NEEDS
- Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with complex needs?
- SPECIAL TEACHERS? PERCEPTIONS OF THE SPECIAL EXPERTISE REQUIRED FOR EFFECTIVE SPECIAL EDUCATIONAL NEEDS TEACHING AND ADVISORY WORK
- WHO'S TEACHING STUDENTS WITH SPECIAL NEEDS?
- TOWARDS PUPILS' SELF-IMAGE ENHANCEMENT: THE EASI TEACHING PROGRAMME
- Inclusion for pupils with special educational needs in individualistic and collaborative school cultures
- PROMOTING HIGH ACHIEVEMENT. FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS