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Emotional and behavioural difficulti...

Cole, Ted.

Emotional and behavioural difficulties in mainstream schools[electronic resource] /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	371.9/046
書名/作者:	Emotional and behavioural difficulties in mainstream schools/ editedby John Visser, Harry Daniels, Ted Cole.
其他題名:	Emotional and behavioral difficulties in mainstream schools
其他作者:	Visser, John,
出版者:	Amsterdam ; : JAI,, 2001.
面頁冊數:	1 online resource (xi, 201 p.)
標題:	Mainstreaming in education.
標題:	Behavior disorders in children.
標題:	Classroom management.
標題:	Teaching of students with emotional & behavioural difficulties.
標題:	Schools.
標題:	Education - Special Education
ISBN:	9781849500814 (electronic bk.)
ISBN:	1849500819 (electronic bk.)
ISBN:	0762307226 (hbk.)
ISBN:	9780762307227 (hbk.)
書目註:	Includes bibliographical references and index.
摘要、提要註:	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.
電子資源:	http://www.emeraldinsight.com/1479-3636/1

Emotional and behavioural difficulties in mainstream schools[electronic resource] /
Emotional and behavioural difficulties in mainstream schools[electronic resource] /Emotional and behavioral difficulties in mainstream schoolseditedby John Visser, Harry Daniels, Ted Cole. - Amsterdam ;JAI,2001. - 1 online resource (xi, 201 p.) - International perspectives on inclusive education,v. 11479-3636 ;. - International perspectives on inclusive education ;v. 1..

Includes bibliographical references and index.

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.

ISBN: 9781849500814 (electronic bk.)Subjects--Topical Terms:

181466
Mainstreaming in education.

LC Class. No.: LC1200 / .E46 2001

Dewey Class. No.: 371.9/046

Universal Decimal Class. No.: 376

Emotional and behavioural difficulties in mainstream schools[electronic resource] /
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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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700 1 $a Daniels, Harry. $3 336643
700 1 $a Cole, Ted. $3 439885
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