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First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
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First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 192
- Erscheinungstermin: 1. April 1997
- Englisch
- Abmessung: 229mm x 152mm x 11mm
- Gewicht: 295g
- ISBN-13: 9781853464539
- ISBN-10: 1853464538
- Artikelnr.: 21354318
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 192
- Erscheinungstermin: 1. April 1997
- Englisch
- Abmessung: 229mm x 152mm x 11mm
- Gewicht: 295g
- ISBN-13: 9781853464539
- ISBN-10: 1853464538
- Artikelnr.: 21354318
Authored by Wolfendale, Sheila
Chapter 1 The State and Status of Special Educational Needs in the Early Years
Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model
Moira Challen; Chapter 3 STAR Children's Centre - Comprehensive Working with Young Children with Special Needs
Cathy Hamer; Chapter 4 Play
Assessment and Culture
Zahirun Sayeed
Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy
Mark Fox; Chapter 6 The Special Educational Needs of Children with Down's Syndrome
Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child
Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach
Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers
Lesley Fleming
Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA
Janine Wooster
Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists
Fiona Barnett
Loraine Hancock
Julia Hardy
Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams
Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children
Karen Hobson; Chapter 14 'All Young Children Have Needs'
Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years
Chris Lloyd;
Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model
Moira Challen; Chapter 3 STAR Children's Centre - Comprehensive Working with Young Children with Special Needs
Cathy Hamer; Chapter 4 Play
Assessment and Culture
Zahirun Sayeed
Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy
Mark Fox; Chapter 6 The Special Educational Needs of Children with Down's Syndrome
Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child
Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach
Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers
Lesley Fleming
Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA
Janine Wooster
Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists
Fiona Barnett
Loraine Hancock
Julia Hardy
Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams
Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children
Karen Hobson; Chapter 14 'All Young Children Have Needs'
Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years
Chris Lloyd;
Chapter 1 The State and Status of Special Educational Needs in the Early Years
Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model
Moira Challen; Chapter 3 STAR Children's Centre - Comprehensive Working with Young Children with Special Needs
Cathy Hamer; Chapter 4 Play
Assessment and Culture
Zahirun Sayeed
Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy
Mark Fox; Chapter 6 The Special Educational Needs of Children with Down's Syndrome
Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child
Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach
Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers
Lesley Fleming
Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA
Janine Wooster
Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists
Fiona Barnett
Loraine Hancock
Julia Hardy
Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams
Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children
Karen Hobson; Chapter 14 'All Young Children Have Needs'
Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years
Chris Lloyd;
Sheila Wolfendale; Chapter 2 A Pre-school Assessment Model
Moira Challen; Chapter 3 STAR Children's Centre - Comprehensive Working with Young Children with Special Needs
Cathy Hamer; Chapter 4 Play
Assessment and Culture
Zahirun Sayeed
Ellen Guerin; Chapter 5 The Multidisciplinary Assessment of Under-Fives with Cerebral Palsy
Mark Fox; Chapter 6 The Special Educational Needs of Children with Down's Syndrome
Stephanie Lorenz; Chapter 7 Early Years: The Integration of the Visually Impaired Child
Mary Burke; Chapter 8 Supporting Deaf Children in the Early Years: An Inclusive Approach
Mary Robinson; Chapter 9 Language Impairment in Pre-schoolers
Lesley Fleming
Sue Sheppard; Chapter 10 Provision for Special Educational Needs in the Early Years: Policy and Procedures within one LEA
Janine Wooster
Ann Warn; Chapter 11 Principles into Practice: An Assessment Framework for Educational Psychologists
Fiona Barnett
Loraine Hancock
Julia Hardy
Marianne McCarthy; Chapter 12 Surveying Professional Practice in Early Years: Multi-disciplinary Assessment Teams
Hannah Mortimer; Chapter 13 Educational Psychologists and Inter-agency Collaboration for Pre-school Children
Karen Hobson; Chapter 14 'All Young Children Have Needs'
Jo Goodall; Chapter 15 Inclusive Education for Children with Special Educational Needs in the Early Years
Chris Lloyd;