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European journal of special needs education

Año 2011. Número 26 (2)

Multi-sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes
Hannah Young, Maggi Fenwick, Loretto Lambe and James Hogg
pp 127-142

Different agendas? The views of different occupational groups on special needs education
G. Lindqvist, C. Nilholm, L. Almqvist and G. M. Wetso
pp 143-157

English teachers of deaf and hard-of-hearing students in French schools: needs, barriers and strategies
D. Bedoin pp 159-175
Sounds of intent, phase 2: gauging the music development of children with complex needs
A. Ockelford, G. Welch, L. Jewell-Gore, E. Cheng, A. Vogiatzoglou and E. Himonides pp 177-199
Facilitating peer interaction - support to children with Down syndrome in mainstream schools
Anne-Stine Dolva, Anders Gustavsson, Lena Borell and Helena Hemmingsson pp 201-213
Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with complex needs?
Lesley Abbott, Roy McConkey and Michael Dobbins pp 215-231
Typically developing children’s understanding of and attitudes towards diversity and peers with learning difficulties in the Greek setting
A.M. Ralli, M. Margeti, E. Doudoni, V. Pantelemidou, T. Rozou and E. Evaggelopoulou pp 233-249
How are conditions for participation expressed in education policy documents? A review of documents in Scotland and Sweden
Gregor Maxwell and Mats Granlund pp 251-272
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