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Journal of Research in Special Educational Needs (JORSEN)

Référence :  Vol. 22, n°1, janvier 2022

  • Transition support for students on the autism spectrum: a multiple stakeholder perspective, Susan Bruck, Amanda A. Webster, Trevor Clark
  • The effects of the Tripartite Intervention on students’ attitudes towards disability, John R. R. Freer
  • Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre-pandemic conditions, Eleanor Warnes, Elizabeth J. Done, Helen Knowler
  • Expanding toy play through visually structured tasks and scripting for young children with developmental disabilities, Patricia Korzekwa Hampshire, Michael Crawford
  • Improving teacher evaluation outcomes for special educators: what do the ‘gatekeepers’ say?, Gordon Brobbey, Zaher Kmail
  • Small steps and stronger relationships: parents' experiences of homeschooling children with special educational needs and disabilities (SEND), Shannon Ludgate, Clair Mears, Carolyn Blackburn
  • Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review, Tess Rendoth, Jill Duncan, Judith Foggett

Informations complémentaires :

mot(s) clé(s) :  besoins éducatifs particuliers