INCLUSIVE LEARNING: THE REPORT OF THE COMMITTEE OF ENQUIRY INTO THE POSTSCHOOL EDUCATION OF THOSE WITH LEARNING DIFFICULTIES AND / OR DISABILITIES, IN ENGLAND, 1996
Bewaard in:
TOMLINSON, J., INCLUSIVE LEARNING: THE REPORT OF THE COMMITTEE OF ENQUIRY INTO THE POSTSCHOOL EDUCATION OF THOSE WITH LEARNING DIFFICULTIES AND / OR DISABILITIES, IN ENGLAND, 1996. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 12, no. 3 (1997), p. 184-196.
Ref.
64976
Plaats:
SIIS SIIS Madrid R.753
Palabras clave:
Adultos, Discapacidad, Instituciones, Normalización, Política educativa, Post-escolarización, Problemas de aprendizaje, Programas, Reino Unido
Adultos, Discapacidad, Instituciones, Normalización, Política educativa, Post-escolarización, Problemas de aprendizaje, Programas, Reino Unido
Gelijkaardige items: INCLUSIVE LEARNING: THE REPORT OF THE COMMITTEE OF ENQUIRY INTO THE POSTSCHOOL EDUCATION OF THOSE WITH LEARNING DIFFICULTIES AND / OR DISABILITIES, IN ENGLAND, 1996
- SIX POSTSCHOOL CASE STUDIES OF MILDLY LEARNING HANDICAPPED YOUNG ADULTS
- SCHOOL-TO-WORK COMPONENTS THAT PREDICT POSTSCHOOL SUCCESS FOR STUDENTS WITH AND WITHOUT DISABILITIES
- TRANSITION: THE EXPERIENCES OF YOUNG PEOPLE WITH LEARNING DISABILITIES AND THEIR FAMILIES IN ENGLAND
- POSTSCHOOL STATUS OF STUDENTS CLASSIFIED AS MILDLY MENTALLY RETARDED, LEARNING DISABLED, OR NONHANDICAPPED: DOES IT GET BETTER WITH TIME?
- WHATEVER HAPPENED TO THOSE WITH BORDELINE IQs?
- FACILITATING TRANSITIONS FOR PEOPLE WITH PROFOUND AND COMPLEX LEARNING DIFFICULTIES