Servicio de Informacion sobre Discapacidad


Servicio de Información sobre Discapacidad
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FIRMA PARA EVITAR LA DESAPARICIÓN DEL SERVICIO DE INFORMACIÓN SOBRE DISCAPACIDAD (SID)

FIRMAR EN APOYO AL SID

European journal of special needs education


Año 2010. Número 25 (4)

Articles
Double standards and first principles: framing teaching assistant support for pupils with special educational needs
Rob Webster; Peter Blatchford; Paul Bassett; Penelope Brown; Clare Martin; Anthony Russell pp 319-336
Looking for some different answers about teaching assistants
Maggie Balshaw pp 337-338
Double standards and first principles: framing teaching assistant support for pupils with special educational needs: a response
Felicity Fletcher-Campbell pp 339-340
Utilization of teacher assistants in inclusive schools: is it the kind of help that helping is all about?
Michael F. Giangreco pp 341-345
Engaging with the question 'should teaching assistants have a pedagogical role?'
Rob Webster; Peter Blatchford; Paul Bassett; Penelope Brown; Clare Martin; Anthony Russell pp 347-348
Special education in society and culture: comparative and developmental perspectives
Gunnar Stangvik pp 349-358
Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009
Richard Rose; Michael Shevlin; Eileen Winter; Paul O'Raw pp 359-373
Identifying special educational needs: putting a new framework for graded learning support to the test
J. Lebeer; E. Struyf; S. De Maeyer; M. Wilssens; B. Timbremont; A. Denys; H. Vandeveire pp 375-387
Frequency of co-teaching in different teacher categories
Timo Saloviita; Marjatta Takala pp 389-396
Early literacy and parental writing mediation in young children with and without ADHD
Dorit Aram; Idit Bazelet; Hagit Goldman pp 397-412
Social relationships of pupils with special educational needs in the mainstream primary class: peer group membership and peer-assessed social behaviour
Elias Avramidis pp 413-429
Negative peer influence in special needs classes – a risk for students with problem behaviour?
Christoph Michael Müller pp 431-444
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