British journal of special education

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  Año 2015, Vol. 42, Número 3

  • Editorial

    Graham Hallett, Fiona Hallett

    págs. 230-233

    

  • Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

    Garry Hornby

    • Resumen

    págs. 234-256

    

  • Evaluation of a short version of the Illinois Loneliness and Social Satisfaction Scale in a sample of students with and without special educational needs – an empirical study with primary and secondary students in Austria

    Susanne Schwab

    • Resumen

    págs. 257-278

    

  • ADHD, parent perspectives and parent–teacher relationships: grounds for conflict

    Ruth Gwernan-Jones, Darren Moore, Ruth Garside, Michelle Richardson, Jo Thompson-Coon, Morwenna Rogers, Paul Cooper, Ken Stein, Tamsin Ford

    • Resumen

    págs. 279-300

    

  • Perceptions of School Administration Team Members concerning inclusion in Israel: are they in congruence with the ecological sustainable perspective?

    Michal Shani, Dorit Aram

    • Resumen

    págs. 301-318

    

  • Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion

    L. D. Nepi, J. Fioravanti, P. Nannini, A. Peru

    • Resumen

    págs. 319-337

    

  • Points from the SENCo-Forum

    Klaus Wedell

    págs. 338-340

    

  • Politics Page

    John Perry

    págs. 341-349