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Journal of Research in Special Educational Needs (JORSEN)

Référence :  Vol. 22, n°4, octobre 2022

  • The experience of transitioning to adulthood for young people on the autistic spectrum in the UK: a framework synthesis of current evidence using an Ecosystemic model, Rebecca J. Crompton, Caroline Bond
  • British teachers' knowledge and awareness of Tourette syndrome in children attending mainstream school, Amanda K. Ludlow, Alison Cutler, Saskia Keville
  • A thematic analysis of the family experience of British mainstream school SEND inclusion: can their voices inform best practice?, April Dunleavy, Rossella Sorte
  • Intrinsic and extrinsic tensions in the SENCo role: navigating the maze of ‘becoming’, Virginia Kay, Marlena Chrostowska, Amanda Henshall, Anne Mcloughlin, Fiona Hallett
  • Conceptualising, defining and providing special education in China: stakeholder perspectives, Ahmed Alduais, Meng Deng
  • Is transition an (adult) problem? – experiences of autistic students during the transition from primary to secondary school, Mechthild Richter, Céline Clément, Eric Flavier

Informations complémentaires :

mot(s) clé(s) :  besoins éducatifs particuliers, recherche en éducation