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Volumn 23, Issue 4, 1996, Pages 155-161

Back to basics: Three ‘R’s for Special Needs Education

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EID: 27844594697     PISSN: 09523383     EISSN: 14678578     Source Type: Journal    
DOI: 10.1111/j.1467-8578.1996.tb00968.x     Document Type: Article
Times cited : (12)

References (24)
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    • Gendered practice in special educational needs
    • &, ’, in, L. Dawtrey, J. Holland, &, M. Hammer, (eds.), Milton Keynes, Open University Press
    • Daniels, H., Hey, V., Leonard, D. & Smith, M. (1995) ‘Gendered practice in special educational needs’, in L. Dawtrey, J. Holland & M. Hammer, (eds.) Equality and Inequality in Education Policy. Milton Keynes: Open University Press.
    • (1995) Equality and Inequality in Education Policy
    • Daniels, H.1    Hey, V.2    Leonard, D.3    Smith, M.4
  • 4
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    • An intercultural comparative study of the relation between different models of pedagogic practice and constructs of deviance
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    • Daniels, H., Holst, J., Lunt, I. & Johansen, L. (1996) ‘An intercultural comparative study of the relation between different models of pedagogic practice and constructs of deviance’, Oxford Review of Education (Special Issue on Vygotsky in education). Vol.22, No.1, 63–77.
    • (1996) Oxford Review of Education , vol.22 , pp. 63-77
    • Daniels, H.1    Holst, J.2    Lunt, I.3    Johansen, L.4
  • 7
    • 84925918080 scopus 로고
    • What teaching does to teachers
    • 9th March 1978
    • Hargreaves, D. (1978) ‘What teaching does to teachers’, New Society. 9th March 1978, 540–542.
    • (1978) New Society , pp. 540-542
    • Hargreaves, D.1
  • 14
    • 0002675777 scopus 로고
    • Challenging the routines and passivity that characterize arithmetic instruction for children with mild handicaps
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    • Parmar, R.S., & Cawley, J.F. (1991) ‘Challenging the routines and passivity that characterize arithmetic instruction for children with mild handicaps’, Remedial and Special Education 12 5, 23–32.
    • (1991) Remedial and Special Education , vol.12 , Issue.5 , pp. 23-32
    • Parmar, R.S.1    Cawley, J.F.2
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    • (adopted by the United Nations General Assembly at its 48th Session on 20th December 1993, Resolution 48/96). New York, United Nations
    • United Nations (1993) The Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (adopted by the United Nations General Assembly at its 48th Session on 20th December 1993, Resolution 48/96). New York: United Nations.
    • (1993) The Standard Rules on the Equalisation of Opportunities for Persons with Disabilities
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    • (adopted by the World Conference on Special Needs Education Access and Quality. Salamanca, Spain, 7–10th June 1994). New York, UNESCO
    • United Nations Educatinal, Scientific and Cultural Organization (UNESCO) and the Ministry of Education and Science, Spain (1994) The Salamanca Statement and Framework for Action on Special Needs Education (adopted by the World Conference on Special Needs Education: Access and Quality. Salamanca, Spain, 7–10th June 1994). New York: UNESCO.
    • (1994) The Salamanca Statement and Framework for Action on Special Needs Education
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    • The Collected Works of L S Vygotsky., R. Rieber, &, A. Carton, [eds.];, N. Minick, [trans.]). New York, Plenum
    • Vygotsky, L.S. (1987). ‘Thinking and speech’, in The Collected Works of L S Vygotsky. Vol. 1, 39–285. (R. Rieber & A. Carton[eds.]; N. Minick [trans.]). New York: Plenum.
    • (1987) Thinking and speech , vol.1 , pp. 39-285
    • Vygotsky, L.S.1
  • 24
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    • Aspects of teaching and learning
    • P. Light, S. Sheldon, &, M. Woodhead, (eds.), London, Routledge
    • Wood, D. (1991) ‘Aspects of teaching and learning’, in P. Light, S. Sheldon & M. Woodhead, (eds.) Learning to Think. London: Routledge.
    • (1991) Learning to Think
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