Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.

The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school

Autor: Allen Thurston, Cary Roseth, Tien-Hui Chiang, Victoria Burns, Keith J. Topping

Publikováno v: International Journal of Educational Research Open, Vol 1, Iss , Pp 100004- (2020)

Reciprocal peer tutoring in mathematics was conducted with 487, ten to twelve year-old students from 20 elementary schools in three different school districts. The peer tutoring technique, a form of paired mathematics, placed specific emphasis on med

Externí odkaz: https://doaj.org/article/2979ab24112c49d486f561d9849e8bcf

Conditions for Implementing the ICF-CY in Education: The Experience in Portugal

Autor: Manuela Sanches-Ferreira, Mónica Silveira-Maia, Sílvia Alves, Rune J. Simeonsson

Publikováno v: Frontiers in Education, Vol 3 (2018)

Reflecting international trends for implementing inclusive education, Portugal enacted a special education law (Law No. 3/2008) in 2008, defining substantial changes in educational practice. One of the most important changes consisted in determining

Externí odkaz: https://doaj.org/article/c1a10fef0bff4395a0396ced1416e4f6

The biggest extension of rights in Europe? Needs, rights and children with additional support needs in Scotland

Autor: Duncan Carmichael, Sheila Riddell

Publikováno v: Riddell, S & Carmichael, D 2019, ' The biggest extension of rights in Europe? Needs, rights and children with additional support needs in Scotland ', International Journal of Inclusive Education, vol. 23, no. 5, pp. 473-490 . https://doi.org/10.1080/13603116.2019.1580925

The Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanis

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::19bcd071a9af979f73f2d50da70ca15c
https://doi.org/10.1080/13603116.2019.1580925

Autonomy, education and the rights of children with special and additional support needs and disabilities in England and Scotland: A new paradigm?

Autor: Neville Harris, Gail Davidge, Sheila Riddell

Publikováno v: Riddell, S, Harris, N & Davidge, G 2021, ' Autonomy, education and the rights of children with special and additional support needs and disabilities in England and Scotland: A new paradigm? ', Journal of Social Welfare and Family Law, vol. 43, no. 1, pp. 42-59 . https://doi.org/10.1080/09649069.2021.1876307
Riddell, S, Harris, N & Davidge, G 2021, ' Autonomy, education and the rights of children with special and additional support needs and disabilities in England and Scotland : A new paradigm? ', Journal of Social Welfare and Family Law, vol. 43, no. 1, pp. 42-59 . https://doi.org/10.1080/09649069.2021.1876307

Legislation enacted in 2014 in England and 2016 in Scotland attempts to boost the rights of children and young people with special and additional support needs in the context of education, particularly with regard to opportunities for their participa

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5928df017b69f63cc66f221b5f347fe7
https://pure.manchester.ac.uk/ws/files/183525588/4._Riddell_Harris_and_Davidge_autonomy_education_and_rights.docx