Conceptualising, defining and providing special education in China: stakeholder perspectives.
- Published in:
- Journal of Research in Special Educational Needs, 2022, v. 22, n. 4, p. 352, doi. 10.1111/1471-3802.12573
- By:
- Publication type:
- Article
Works matching IS 14713802 AND DT 2022 AND VI 22 AND IP 4
Results: 7
1
2
The experience of transitioning to adulthood for young people on the autistic spectrum in the UK: a framework synthesis of current evidence using an Ecosystemic model.
- Published in:
- Journal of Research in Special Educational Needs, 2022, v. 22, n. 4, p. 309, doi. 10.1111/1471-3802.12569
- By:
- Publication type:
- Article
3
A thematic analysis of the family experience of British mainstream school SEND inclusion: can their voices inform best practice?
- Published in:
- Journal of Research in Special Educational Needs, 2022, v. 22, n. 4, p. 332, doi. 10.1111/1471-3802.12571
- By:
- Publication type:
- Article
4
Intrinsic and extrinsic tensions in the SENCo role: navigating the maze of 'becoming'.
- Published in:
- Journal of Research in Special Educational Needs, 2022, v. 22, n. 4, p. 343, doi. 10.1111/1471-3802.12572
- By:
- Publication type:
- Article
5
Is transition an (adult) problem? – experiences of autistic students during the transition from primary to secondary school.
- Published in:
- Journal of Research in Special Educational Needs, 2022, v. 22, n. 4, p. 368, doi. 10.1111/1471-3802.12574
- By:
- Publication type:
- Article
6
British teachers' knowledge and awareness of Tourette syndrome in children attending mainstream school.
- Published in:
- Journal of Research in Special Educational Needs, 2022, v. 22, n. 4, p. 323, doi. 10.1111/1471-3802.12570
- By:
- Publication type:
- Article
7
Issue Information.
- Published in:
- Journal of Research in Special Educational Needs, 2022, v. 22, n. 4, p. 307, doi. 10.1111/1471-3802.12524
- Publication type:
- Article