Special educational needs co-ordinators’ perceptions of effective provision for including autistic children in primary and middle schools in England
Author:
Affiliation:
1. Faculty of Education and Sport, University of Bedfordshire, Luton, UK
Publisher
Informa UK Limited
Subject
Life-span and Life-course Studies,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/03004279.2019.1664401
Reference23 articles.
1. Development of an Observation Tool Designed to Increase Cultural Relationships and Responsive Pedagogy to Raise the Achievement of MĀOri Students in Secondary Classrooms in Aotearoa New Zealand
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1. Introduction and Background;SpringerBriefs in Education;2023
2. An exploration into the implications of the Covid‐19 restrictions on the transition from Early Years Education to Key Stage 1 for children with special educational needs and disability – a comparative study;British Journal of Special Education;2022-08-18
3. Dealing with stress and intervention models in families with children with autism spectrum disorder;Humanities and Social Sciences Communications;2021-12
4. Special educational needs co-ordinators' perceptions of effective provision for including autistic children in primary and middle schools in England;Policy, Provision and Practice for Special Educational Needs and Disability;2021-11-25
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