Policy, Provision and Practice for Special Educational Needs and Disability (eBook, ePUB)
Perspectives Across Countries
Redaktion: Wood, Peter
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Policy, Provision and Practice for Special Educational Needs and Disability (eBook, ePUB)
Perspectives Across Countries
Redaktion: Wood, Peter
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This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings.
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This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings.
Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 220
- Erscheinungstermin: 30. Dezember 2021
- Englisch
- ISBN-13: 9781000534115
- Artikelnr.: 63039419
- Verlag: Taylor & Francis
- Seitenzahl: 220
- Erscheinungstermin: 30. Dezember 2021
- Englisch
- ISBN-13: 9781000534115
- Artikelnr.: 63039419
Peter Wood is Senior Lecturer in the School of Education at Liverpool John Moore's University, UK. His interest in special educational needs and disability (SEND) stems from his time working in primary schools as a Learning Mentor. Peter's research focuses on emotions and education, and specifically the ways disadvantage, inequality and discrimination frame experiences of social and emotional well-being in the educational space.
1. Introduction: Making the case for the exploration of special educational
needs and disability policy, provision and practice across countries. Part
one: Special education needs and disability within policy. 2. Culturally
and linguistically diverse migrant students with special needs and
disabilities: Essential policies and practices in the USA. 3. Education
policy and inclusive education: People and processes. 4. Inclusive special
needs and disability education: History, policies, practice and challenges
in Kenya and Nepal. Part two: Stakeholder perceptions and experiences of
SEND provision. 5. Special educational needs co-ordinators' perceptions of
effective provision for including autistic children in primary and middle
schools in England. 6. School staff members' and parents' experiences of
the inclusion of deaf children in Malaysian mainstream schools. Part three:
Meeting the needs of SEND children: The role of the learning environment.
7. Inclusion in Norwegian schools: Pupils' experiences of their learning
environment. 8. A language focused approach to supporting children with
social, emotional and behavioural difficulties. 9. Forest school as a space
for risk for children with social, emotional and mental health needs. Part
four: Moving towards inclusive practice. 10. A European consideration of
early school leaving as a process running through childhood: A model for
inclusive action. 11. Teacher education for SEND inclusion in an
international context: The importance of critical theoretical work. 12.
Conclusion: Positioning special educational needs and disability in
contemporary teaching and learning. Index.
needs and disability policy, provision and practice across countries. Part
one: Special education needs and disability within policy. 2. Culturally
and linguistically diverse migrant students with special needs and
disabilities: Essential policies and practices in the USA. 3. Education
policy and inclusive education: People and processes. 4. Inclusive special
needs and disability education: History, policies, practice and challenges
in Kenya and Nepal. Part two: Stakeholder perceptions and experiences of
SEND provision. 5. Special educational needs co-ordinators' perceptions of
effective provision for including autistic children in primary and middle
schools in England. 6. School staff members' and parents' experiences of
the inclusion of deaf children in Malaysian mainstream schools. Part three:
Meeting the needs of SEND children: The role of the learning environment.
7. Inclusion in Norwegian schools: Pupils' experiences of their learning
environment. 8. A language focused approach to supporting children with
social, emotional and behavioural difficulties. 9. Forest school as a space
for risk for children with social, emotional and mental health needs. Part
four: Moving towards inclusive practice. 10. A European consideration of
early school leaving as a process running through childhood: A model for
inclusive action. 11. Teacher education for SEND inclusion in an
international context: The importance of critical theoretical work. 12.
Conclusion: Positioning special educational needs and disability in
contemporary teaching and learning. Index.
1. Introduction: Making the case for the exploration of special educational
needs and disability policy, provision and practice across countries. Part
one: Special education needs and disability within policy. 2. Culturally
and linguistically diverse migrant students with special needs and
disabilities: Essential policies and practices in the USA. 3. Education
policy and inclusive education: People and processes. 4. Inclusive special
needs and disability education: History, policies, practice and challenges
in Kenya and Nepal. Part two: Stakeholder perceptions and experiences of
SEND provision. 5. Special educational needs co-ordinators' perceptions of
effective provision for including autistic children in primary and middle
schools in England. 6. School staff members' and parents' experiences of
the inclusion of deaf children in Malaysian mainstream schools. Part three:
Meeting the needs of SEND children: The role of the learning environment.
7. Inclusion in Norwegian schools: Pupils' experiences of their learning
environment. 8. A language focused approach to supporting children with
social, emotional and behavioural difficulties. 9. Forest school as a space
for risk for children with social, emotional and mental health needs. Part
four: Moving towards inclusive practice. 10. A European consideration of
early school leaving as a process running through childhood: A model for
inclusive action. 11. Teacher education for SEND inclusion in an
international context: The importance of critical theoretical work. 12.
Conclusion: Positioning special educational needs and disability in
contemporary teaching and learning. Index.
needs and disability policy, provision and practice across countries. Part
one: Special education needs and disability within policy. 2. Culturally
and linguistically diverse migrant students with special needs and
disabilities: Essential policies and practices in the USA. 3. Education
policy and inclusive education: People and processes. 4. Inclusive special
needs and disability education: History, policies, practice and challenges
in Kenya and Nepal. Part two: Stakeholder perceptions and experiences of
SEND provision. 5. Special educational needs co-ordinators' perceptions of
effective provision for including autistic children in primary and middle
schools in England. 6. School staff members' and parents' experiences of
the inclusion of deaf children in Malaysian mainstream schools. Part three:
Meeting the needs of SEND children: The role of the learning environment.
7. Inclusion in Norwegian schools: Pupils' experiences of their learning
environment. 8. A language focused approach to supporting children with
social, emotional and behavioural difficulties. 9. Forest school as a space
for risk for children with social, emotional and mental health needs. Part
four: Moving towards inclusive practice. 10. A European consideration of
early school leaving as a process running through childhood: A model for
inclusive action. 11. Teacher education for SEND inclusion in an
international context: The importance of critical theoretical work. 12.
Conclusion: Positioning special educational needs and disability in
contemporary teaching and learning. Index.