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1. |
Record Nr. |
UNINA9910459072703321 |
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Titolo |
Cathay and the way thither [[electronic resource] ] : being a collection of medieval notices of China. Volume 2 / / edited by Henry Yule |
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Pubbl/distr/stampa |
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Farnham, England, : Ashgate, 2010 |
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ISBN |
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1-317-16935-2 |
1-282-85999-4 |
9786612859991 |
1-4094-1542-2 |
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Descrizione fisica |
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1 v. (various pagings) : col. map |
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Collana |
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Works issued by the Hakluyt Society |
Cathay and the way thither : being a collection of medieval notices of China ; ; v. 2 |
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Altri autori (Persone) |
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Soggetti |
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Geography, Medieval |
Missions - East Asia |
Electronic books. |
China Description and travel Early works to 1800 |
India Description and travel Early works to 1800 |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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2. |
Record Nr. |
UNINA9910792034703321 |
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Autore |
Sydney Ann. |
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Titolo |
A handbook for inclusion managers : steering your school towards inclusion / / Ann Sydney |
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Pubbl/distr/stampa |
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London ; ; New York : , : Routledge/NASEN, , 2010 |
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ISBN |
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1-136-03430-7 |
0-203-60972-7 |
1-299-28792-1 |
1-136-03422-6 |
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Descrizione fisica |
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1 online resource (129 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Inclusive education - Great Britain |
Mainstreaming in education - Great Britain |
Education and state - Great Britain |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; A Handbook for Inclusion Managers: Steering your school towards inclusion; Copyright; Contents; Illustrations; Acknowledgements; Abbreviations; Introduction; Chapter 1The big picture; Who is included?; Admissions; Exclusions; The Children Act and Every Child Matters; Special educational needs and disability; What the National Curriculum says; Gender equality; Race and equality; Chapter 2 How well is your school doing?; Compared with the national picture; What RAISEonline shows; What RAISEonline doesn't show; Data within your school; How inclusive is your school already? |
Chapter 3 EthosDo pupils want to come to your school?; Principles of inclusion; First impressions; Different models of pastoral systems; How schools combat racism; Chapter 4 Organisation: Budgets and staffing; Where does your budget come from?; Staffing; Communicating; Chapter 5 Curriculum; Gifted and talented pupils; Distance learning; Self-evaluation criteria for the curriculum; Language across the curriculum; The role of the Learning Support Unit; Getting accreditation for your school; Post-16 and transition; Getting accreditation for your work on inclusion |
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Chapter 6 Monitoring the quality of learningWhat constitutes progress?; Does it matter where pupils are taught?; Inclusive teaching and learning: what does it look like?; What to look for in lessons; Where to start: an example; Reviewing the progress of statemented pupils; Chapter 7 Working with others; Working with pupils; Working with parents and carers; Working with staff; Working with special schools; Working with Regional Partnerships; Working with other agencies; The Common Assessment Framework; Looked-after children; Gypsy, Roma and traveller pupils |
Working with other mainstream schoolsChapter 8 Reporting to others; Governors; Parents; Pupils' records; Ofsted; Chapter 9 Writing the inclusion strategy; Introduction; Monitoring achievement and standards; Teaching and learning; Curriculum; Access and transitions; Leadership and management; Consultation; Implementation; Review; Chapter 10 Writing the inclusion policy; Guidelines; Examples from primary and secondary schools; Conclusion; Appendix: Example of an access plan; Further reading; Websites; Training; Bibliography; Index |
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Sommario/riassunto |
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Are you responsible for inclusion in your school? As an Inclusion Manager, you have a strategic role that covers a great deal more than special educational needs, and requires a specific knowledge and skill set in order to steer your school towards inclusion. A Handbook for Inclusion Managers presents a wide range of information, providing plenty of fresh ideas and a stimulus for reflection on your practice. This comprehensive and accessible text examines recent legislation, including the Common Assessment Framework, and provides information on how to gain accreditati |
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