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[null,"1.","Record Nr.",null,"UNINA9910450162703321"]
[null,null,"Autore",null,"Lewis Ann"]
[null,null,"Titolo",null,"Children's Understanding of Disability / / by Ann Lewis"]
[null,null,"Pubbl/distr/stampa",null,"Boca Raton, FL : , : Taylor and Francis, an imprint of Routledge, , 2002"]
[null,null,"ISBN",null,"1-134-85404-8"]
[{"$nulls":4},"1-280-32800-2"]
[{"$nulls":4},"0-203-30116-1"]
[{"$nulls":4},"0-203-13259-9"]
[null,null,"Edizione",null,"[First edition.]"]
[null,null,"Descrizione fisica",null,"1 online resource (216 p.)"]
[null,null,"Disciplina",null,"371.9/046/0941"]
[null,null,"Soggetti",null,"Mainstreaming in education - Great Britain"]
[{"$nulls":4},"Children with disabilities - Great Britain - Attitudes"]
[{"$nulls":4},"Learning disabled children - Great Britain - Attitudes"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. [186]-194) and indexes."]
[null,null,"Nota di contenuto",null,"Book Cover; Title; Contents; List of figures; Acknowledgements; Glossary; Transcription conventions; Setting the scene; Views of children in segregated special education; Moving towards an inclusive ethos; Working together; the Link 7 project; Working together; the Link 11 project; End of the year; the impact of link project experiences; Conclusions and implications; Suggestions for selected further reading; References; Name index; Subject index"]
[null,null,null,"Sommario/riassunto","Children's Understanding of Disability is a valuable addition to the debate surrounding the integration of children with special needs into ordinary schools. Taking the viewpoint of the children themselves, it explores how pupils with severe learning difficulties and their non-disabled classmates interact.  Ann Lewis examines what happens when non-disabled children and pupils with severe learning difficulties work together regularly over the course of a year. She also includes the views of children working in segregated special education. From her findings, she draws implications for developing an inclusive ethos in schools and other communities."]