Emotional and behavioural difficulties in mainstream schools:
Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursu...
Gespeichert in:
| Weitere beteiligte Personen: | , , |
|---|---|
| Format: | E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Amsterdam
JAI
2001
|
| Schriftenreihe: | International perspectives on inclusive education
v. 1 |
| Links: | https://doi.org/10.1016/S1479-3636(2001)1 |
| Zusammenfassung: | Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice. |
| Umfang: | 1 Online-Ressource (xi, 201 Seiten) |
| ISBN: | 1849500819 (electronic bk.) : 9781849500814 (electronic bk.) : |
| ISSN: | 1479-3636 |
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| 520 | |a Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice. | ||
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| issn | 1479-3636 |
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| series2 | International perspectives on inclusive education |
| spelling | Emotional and behavioural difficulties in mainstream schools edited by John Visser, Harry Daniels, Ted Cole Emotional and behavioral difficulties in mainstream schools Amsterdam JAI 2001 1 Online-Ressource (xi, 201 Seiten) txt c cr International perspectives on inclusive education 1479-3636 v. 1 Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice. Cole, Ted Daniels, Harry Visser, John 1946- Erscheint auch als Druck-Ausgabe 0762307226 Erscheint auch als Druck-Ausgabe 9780762307227 |
| spellingShingle | Emotional and behavioural difficulties in mainstream schools |
| title | Emotional and behavioural difficulties in mainstream schools |
| title_alt | Emotional and behavioral difficulties in mainstream schools |
| title_auth | Emotional and behavioural difficulties in mainstream schools |
| title_exact_search | Emotional and behavioural difficulties in mainstream schools |
| title_full | Emotional and behavioural difficulties in mainstream schools edited by John Visser, Harry Daniels, Ted Cole |
| title_fullStr | Emotional and behavioural difficulties in mainstream schools edited by John Visser, Harry Daniels, Ted Cole |
| title_full_unstemmed | Emotional and behavioural difficulties in mainstream schools edited by John Visser, Harry Daniels, Ted Cole |
| title_short | Emotional and behavioural difficulties in mainstream schools |
| title_sort | emotional and behavioural difficulties in mainstream schools |
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