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Understanding and Responding to the Experience of Disability.

Author: Jill Porter
Publisher: Hoboken : Taylor and Francis, 2014.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Understanding and Responding to the Experience of Disability informs readers about current understandings of disability and ways of recognizing the needs that arise from the lived experience of impairment in schools. While most schools have clear procedures in place with respect to identifying children with special educational needs, the same is not true for disability. Moreover, research suggests that many schools  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Porter, Jill.
Understanding and Responding to the Experience of Disability.
Hoboken : Taylor and Francis, ©2014
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jill Porter
ISBN: 9781317650911 1317650913
OCLC Number: 887509880
Description: 1 online resource (171 pages)
Contents: Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of figures; List of tables; 1 Why the need for disability data?; 2 Understanding disability; 3 Collecting disability data; 4 What data tell us about the support parents value; 5 What data tell us about children's experiences; 6 Using disability data in schools; 7 From understanding to responding; Appendix; Bibliography; Index.

Abstract:

Understanding and Responding to the Experience of Disability informs readers about current understandings of disability and ways of recognizing the needs that arise from the lived experience of impairment in schools. While most schools have clear procedures in place with respect to identifying children with special educational needs, the same is not true for disability. Moreover, research suggests that many schools have restricted understanding of this distinction, often equating disability to children with SEN and children with health conditions, thereby failing to recognize the p.

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