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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 :
https://nasenjournals.onlinelibrary.wiley.com/.../1
mot(s) clé(s) : besoins éducatifs particuliers
