Τετάρτη 25 Ιανουαρίου 2023

 

British Journal of Special Education (BJSE)


  Vol. 49, n°4, 12/2022

 
  • Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England, Feyisa Demie
  • Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis, Alexandra Sewell
  • Peer mentoring support for students with autism in school settings: a concept analysis, Tian Wu, Duu-chiang Wang
  • Bodily health and bodily integrity capabilities of students with autism spectrum disorder, Seyedeh Tahmineh Mousavi
  • An exploration into the implications of the Covid-19 restrictions on the transition from Early Years Education to Key Stage 1 for children with special educational needs and disability – a comparative study, Jessica Wythe
  • Evident demands and absent changes: special education teachers' initial training in Chile, Rosario Palacios, Sofia Larrazabal, Manuel Monzalve
  • The gap and the bridge: Brazilian Physical Education pre-service training for inclusion, Maria Luiza Tanure Alves, Mey A. van Munster, Isabella dos Santos Alves, Joslei Viana de Souza
  • Points from the SENCo-Forum: The SENCo role in reviewing support for pupils with SEND, Christopher Robertson
  • Politics Page, John Perry

Book Reviews

  • Supporting the Emotional Well-Being of Children and Young People with Learning Disabilities: A Whole School Approach, Steve McNichol
  • Supporting the Emotional Well-Being of Children and Young People with Learning Disabilities: A Whole School Approach, Katie Hawksley


https://nasenjournals.onlinelibrary.wiley.com/toc/14678578/2022/49/4

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