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[null,"1.","Record Nr.",null,"UNINA990001043970403321"]
[null,null,"Autore",null,"Persico, Enrico <1900-1969>"]
[null,null,"Titolo",null,"Introduzione alla fisica matematica / Enrico Persico ; redatta dal prof. Tino Zeuli"]
[null,null,"Pubbl/distr/stampa",null,"Bologna, : Zanichelli, 1965"]
[null,null,"Edizione",null,"[3. ed. riveduta]"]
[null,null,"Descrizione fisica",null,"433 p. : ill. ; 25 cm"]
[null,null,"Disciplina",null,"530"]
[null,null,"Locazione",null,"FI1"]
[null,null,"Collocazione",null,"S.20-025"]
[{"$nulls":4},"S.20-011"]
[{"$nulls":4},"S.20-011.001"]
[{"$nulls":4},"S.20-011.002"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910999644203321"]
[null,null,"Autore",null,"Schwab Susanne"]
[null,null,"Titolo",null,"Chapter 1 Student voices on social exclusion in general primary schools"]
[null,null,"Pubbl/distr/stampa",null,"Taylor & Francis, 2019"]
[null,null,"Descrizione fisica",null,"1 online resource (22 p.)"]
[null,null,"Soggetti",null,"Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","Advocates of inclusive education argue that the social inclusion of  students with special educational needs (SEN) increases when they  are educated with typically developing peers. However, research  indicates that this is not apparent for all students with SEN. Students  with social, emotional and behavioural diffi culties (SEBD) are often  socially excluded. To understand the situation of these students,  their voices should be heard. The aim of the current explorative study  was to gain insight into: (1) the experiences of students with SEBD  regarding victimisation and social exclusion, and (2) the approaches  they applied and preferred resolving social problems. We conducted  semi-structured interviews with 28 socially excluded students from  grades 5 and 6, attending general ( N   =  6) and segregated special  ( N   =  21) primary education. The participants were prompted to  talk about their own experiences using hypothetical scenarios. The  interviews were analysed using a multi-grounded theory approach.  The results show that students preferred diff erent approaches to  resolving these social problems than the applied approaches. They  would have liked to have seen their peers and teachers to show more  initiative. In line with these results, the need to listen to the students'  voices are emphasised."]