Works matching IS 02682141 AND DT 2022 AND VI 37 AND IP 4

Results: 10

Developing thinking teachers: reflective practice in schools for children with severe learning disabilities and profound and multiple learning disabilities.

Published in:

Support for Learning, 2022, v. 37, n. 4, p. 502, doi. 10.1111/1467-9604.12424

By:

Hinchcliffe, Vivian

Publication type:

Article

A novel approach to enhancing the implementation of inclusive education?

Published in:

Support for Learning, 2022, v. 37, n. 4, p. 553, doi. 10.1111/1467-9604.12427

By:

Opoku, Maxwell Peprah

Publication type:

Article

Editorial.

Published in:

2022

By:

Garner, Philip

Publication type:

Editorial

Children in Difficulty: A Guide to Understanding and Helping.

Published in:

2022

By:

Drury, Paul

Publication type:

Book Review

Primary teachers' knowledge and attitudes about autism, and experience of good practice approaches: implications for policy and practice in Croatia.

Published in:

Support for Learning, 2022, v. 37, n. 4, p. 573, doi. 10.1111/1467-9604.12429

By:

Stošić, Jasmina;
Lisak Šegota, Natalija;
Preece, David

Publication type:

Article

Supporting Spectacular Girls: A Practical Guide to Developing Autistic Girls' Well‐Being and Self‐Esteem.

Published in:

2022

By:

Beeching, Jane

Publication type:

Book Review

Issue information ‐ TOC.

Published in:: Support for Learning, 2022, v. 37, n. 4, p. i, doi. 10.1111/1467-9604.12403
Publication type:: Article

Inclusive education in New Zealand: voices from early childhood teachers.

Published in:

Support for Learning, 2022, v. 37, n. 4, p. 538, doi. 10.1111/1467-9604.12428

By:

Singh, Pratika;
Zhang, Kaili C.

Publication type:

Article

Teaching inclusive and special education during the COVID‐19 pandemic: needed support for learning and research of effects on teachers and students.

Published in:

Support for Learning, 2022, v. 37, n. 4, p. 589, doi. 10.1111/1467-9604.12426

By:

Kauffman, James M.;
Badar, Jeanmarie;
Hallenbeck, Betty;
Lopes, Joao

Publication type:

Article

Parent‐mediated numeracy intervention for children with autism spectrum disorder in Arabic families living in the UK.

Published in:

Support for Learning, 2022, v. 37, n. 4, p. 520, doi. 10.1111/1467-9604.12423

By:

Alallawi, Barah;
Hastings, Richard P.;
Grindle, Corinna

Publication type:

Article