Points from the SENCo‐Forum: Lessons from the epidemic.
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. 399, doi. 10.1111/1467-8578.12331
- By:
- Publication type:
- Article
Works matching IS 09523383 AND DT 2020 AND VI 47 AND IP 3
Results: 11
1
2
Gathering the views of children and young people with ASD: a systematic literature review.
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. 376, doi. 10.1111/1467-8578.12311
- By:
- Publication type:
- Article
3
Special educational needs and inclusion, moving forward but standing still? A critical reframing of some key issues.
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. 308, doi. 10.1111/1467-8578.12312
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- Publication type:
- Article
4
Editorial.
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. 278, doi. 10.1111/1467-8578.12335
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- Publication type:
- Article
5
Issue Information ‐ TOC.
- Published in:
- 2020
- Publication type:
- Table of Contents
6
Book Review.
- Published in:
- 2020
- By:
- Publication type:
- Book Review
7
Issue Information.
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. i, doi. 10.1111/1467-8578.12275
- Publication type:
- Article
8
Politics Page.
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. 403, doi. 10.1111/1467-8578.12329
- By:
- Publication type:
- Article
9
Teenage social behaviour and emotional well‐being: the role of gender and socio‐economic factors.
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. 329, doi. 10.1111/1467-8578.12328
- By:
- Publication type:
- Article
10
Our need for certainty in an uncertain world: the difference between special education and inclusion?
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. 283, doi. 10.1111/1467-8578.12326
- By:
- Publication type:
- Article
11
A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers.
- Published in:
- British Journal of Special Education, 2020, v. 47, n. 3, p. 350, doi. 10.1111/1467-8578.12313
- By:
- Publication type:
- Article