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200 1 $aADVANCES in corrosion science and technology$fEdited by Mars G. Fontana and Roger W. Staehle.
210   $aLondon$cPlenum Press$d1970-
215   $aX,374 p., XI,343 p., X,421 p., ill., 24 cm. IX,331 p., IX,398 p., X,267 p., X,365 p.,
300   $av. 1; v. 2; v. 3; v. 4; v. 5; v. 6; v. 7;
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200 00$aVygotsky and special needs education $erethinking support for children and schools /$fedited by Harry Daniels and Mariane Hedegaard
205   $a1st ed.
210   $aLondon ;$aNew York $cContinuum International Pub. Group$dc2011
215   $a1 online resource (247 p.)
300   $aIncludes index.
311   $a1-4411-9172-0 
327   $aContents; Notes on Contributors; Introduction; Part I: CHILDREN WITH SPECIAL NEEDS; Part II: EDUCATIONAL PSYCHOLOGICAL PEDAGOGICAL PRACTICE; Part III: SUPPORT THAT TRANSCENDS BORDERS; Index
330   $aAfter Piaget, Vygotsky is perhaps the most important educational theorist of the twentieth century.  Support for schools and pupils with additional needs has been theorised in a number of ways over the last 100 years and much interest has been shown in the development and relevance of Vygotsky's ideas. It is ironic, therefore, that so little has been written about the practical application of such a perspective to the field. This book brings together researchers working in the UK and Denmark to reflect on the benefits to be had from taking such a stance on support for children and schools. All
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