Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties-Reference-Cited by-同舟云学术

Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties

Published:2011-06 Issue:2 Volume:29 Page:133-149
ISSN:0264-3944
Container-title:Pastoral Care in Education
language:en
Short-container-title:Pastoral Care in Education

Author:

Burton Diana,Goodman Ruth

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/02643944.2011.573492

Reference51 articles.

1. The Ron Gulliford Lecture: The Next Step for Special Education: Supporting the Development of Inclusive Practices

2. The effect of class size on the teaching of pupils aged 7 – 11 years

3. The effect of support staff on pupil engagement and individual attention

4. Are the contradictions and tensions that have characterised educational provision for young people with behavioural, emotional and social difficulties a persistent feature of current policy?

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