Notes on Contributors.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 175, doi. 10.1111/1467-9604.12401
- Publication type:
- Article
Works matching IS 02682141 AND DT 2022 AND VI 37 AND IP 1
Results: 15
1
2
What do trainees' really think? Some views of inclusion before and after school placement.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 161, doi. 10.1111/1467-9604.12400
- Publication type:
- Article
3
Interpreting young people's self‐expression through characters and relationships in collaborative creative writing.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 144, doi. 10.1111/1467-9604.12399
- By:
- Publication type:
- Article
4
Marginalisation, autism and school exclusion: caregivers' perspectives.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 108, doi. 10.1111/1467-9604.12398
- Publication type:
- Article
5
The experiences of new primary school special educational needs coordinators: presenting the SENCO voice through concept‐drawing and personal narratives.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 91, doi. 10.1111/1467-9604.12397
- Publication type:
- Article
6
Issue information ‐ TOC.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. i, doi. 10.1111/1467-9604.12403
- Publication type:
- Article
7
Issue information ‐ TOC.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 1, doi. 10.1111/1467-9604.12403
- Publication type:
- Article
8
Autism and Eating Disorders in Teens: A Guide for Parents and Professionals.
- Published in:
- 2022
- Publication type:
- Book Review
9
What is the current level of knowledge and confidence of mainstream school SENCOs in sensory integration theory and using sensory strategies within education?
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 80, doi. 10.1111/1467-9604.12396
- By:
- Publication type:
- Article
10
Engaging with animal‐assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 44, doi. 10.1111/1467-9604.12394
- By:
- Publication type:
- Article
11
The Rochford review, pre‐key stage standards and the engagement model – what does it all mean to schools for children with SLD and PMLD?
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 62, doi. 10.1111/1467-9604.12395
- Publication type:
- Article
12
A systematic review on test anxiety in children and young people with learning difficulties.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 21, doi. 10.1111/1467-9604.12393
- By:
- Publication type:
- Article
13
EDITORIAL.
- Published in:
- 2022
- Publication type:
- Editorial
14
Issue information ‐ TOC.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. i, doi. 10.1111/1467-9604.12403
- Publication type:
- Article
15
An exploration of how selective mutism training informs teachers' understanding and practice.
- Published in:
- Support for Learning, 2022, v. 37, n. 1, p. 3, doi. 10.1111/1467-9604.12392
- By:
- Publication type:
- Article