Processus de Markov: la frontière de Martin / Paul-André Meyer

• Record Nr.: UNINA990001185110403321
• Autore: Meyer, Paul André <1934-2003>
• Pubbl/distr/stampa: New York [etc.] : Springer-Verlag, 1968
• Collana: Lecture Notes in Mathematics ; 77
• Locazione: MA1
• Collocazione: C-20-(77
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia

Contemporary issues in special educational needs : considering the whole child / / edited by David Armstrong and Garry Squires

• Record Nr.: UNINA9910967314403321
• Pubbl/distr/stampa: Maidenhead, : McGraw-Hill/Open University Press, 2012
• ISBN: 1-280-48408-X; 9786613579065; 0-335-24365-7
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (154 p.)
• Altri autori (Persone): ArmstrongDavid (Lecturer in teacher education); SquiresGarry
• Disciplina: 371.9
• Soggetti: Children with disabilities - Education; Learning disabled children - Education; Special education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Front cover; Half title; Title; Copyright; Praise for this book; Contents; ; About the editors; About the authors; List of boxes, figures, and table; Introduction; SECTION 1; 1 Historical and socio-political agendas around defining and including children with special educational needs; 2 Labelling learners with 'SEND': the good, the bad and the ugly; 3 Inclusive education for children with special educational needs: current uncertainties and future directions; 4 Special educational needs and the 'world out there'; SECTION 2; 5 The therapeutic classroom: challenging the 'mad, bad or sad' hypothesis6 Self-esteem in the classroom; 7 The democratic classroom; 8 Relationships in and around the classroom; 9 The ideal school?; References; Index; Adverts; Back cover
• Sommario/riassunto: To help education professionals make sense of the varied approaches, policies and concepts currently applied in practice with children and young people with SEN.