Support for learning

• 

  Año 2016, Vol. 31, Número 4

  • Issue information - TOC.

    • Resumen

    págs. 263-263

    

  • Teaching Assistants managing behaviour - who knows how they do it? A review of literature.

    Emma Clarke, John Visser

    • Resumen

    págs. 266-280

    

  • Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity.

    Liz Done, Mike Murphy, Mia Watt

    • Resumen

    págs. 281-295

    

  • Management of inclusive education in Oman: A framework for Action.

    Mahmoud Mohamed Emam

    • Resumen

    págs. 296-312

    

  • Playing to Learn: an overview of the Montessori Approach with pre-school children with Autism Spectrum Condition.

    Laura Marks

    • Resumen

    págs. 313-328

    

  • Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self-regulated Learning Strategies.

    Winnie Sin Wai Pui

    • Resumen

    págs. 329-346

    

  • Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion.

    Rachel Lambert, Trisha Sugita

    • Resumen

    págs. 347-366

    

  • Transforming support for students with disabilities in UK Higher Education.

    Mark Taylor, Yvonne Turnbull, Jo Bleasdale, Hulya Francis, Henry Forsyth

    • Resumen

    págs. 367-384

    

  • Notes on Contributors.

    • Resumen

    págs. 385-387

    

  • Index to Volume 31 (2016).

    • Resumen

    págs. 388-390