| Autor: |
Miller, Carol, Lacey, Penny, Layton, Lyn |
| Předmět: |
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| Zdroj: |
British Journal of Special Education; Mar2003, Vol. 30 Issue 1, p13-20, 8p |
| Abstrakt: |
This paper reports on a study to examine whether the framework for teaching the Literacy Hour can provide an inclusive learning environment for pupils with special educational needs. Carol Miller, Penny Lacey and Lyn Layton, all members of the Inclusion, Special Education and Educational Psychology Group in the School of Education at the University of Birmingham, used a survey and case studies to provide examples of organizational strategies and activities in literacy teaching. The authors go on to evaluate the extent to which these approaches promote inclusion in the Literacy Hour. They conclude that, while most children were included, some were engaged in alternative activities which were, in reality, focused on the development of communication skills. The authors close their article with a call for further research. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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