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Books on the topic 'Mainstream primary schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

McKeown, Wendy. Primary school children with Down's Syndrome in mainstream schools. The author], 1997.

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2

Jones, Jacqueline A. Teaching art to visually impaired children in mainstream primary schools. [University of Surrey], 1995.

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3

Society, National Autistic, ed. Play with me: Including children with autism in mainstream primary schools. National Autistic Society, 1997.

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4

Nga, Li Hong. The reintegration of permanently excluded pupils into mainstream primary schools: An exploratory study. University of Birmingham, 1997.

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5

Lorenz, Stephanie. Supporting support assistants: A practical handbook for SENCOs in mainstream primary & secondary schools. Stephanie Lorenz, 1998.

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6

Lorenz, Stephanie. Supporting support assistants: A practical handbook for SENCOs in mainstream primary & secondary schools. [the author], 1996.

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7

Lock, Patricia. Differentiation: Access to National Curriculum for special needs children in mainstream primary schools. [University of Surrey], 1994.

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8

Roberts, Heather. The neglected resource: the integration of statemented children into mainstream primary schools with classroom assistant support. [University of Surrey], 1992.

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9

Allan, Julie. Off the record: Mainstream provision for pupils with non-recorded learning difficulties in primary and secondary schools. Scottish Council for Research in Education, 1991.

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10

Sur, Jharna. An overseas student observes the integration of children with special educational needs in mainstream primary schools inBirmingham. University of Birmingham, 1995.

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11

Miller, Pauline. The role of the welfare assistant in providing for children with special educational needs in mainstream primary schools. typescript, 1992.

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12

Department of Education & Science. Provision for primary aged pupils with statements ofspecial educational needs in mainstream schools: A report by HM Inspectorate. Department of Education and Science, 1990.

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13

Children with Down's syndrome: A guide for teachers and learning support assistants in mainstream primary and secondary schools. D. Fulton Publishers, 1998.

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14

Ofsted. Pupils with specific learning difficulties in mainstream schools: A survey of the provision in mainstream primary and secondary schools for pupils with a statement of special educational needs relating to specific learning difficulties. Ofsted, 1999.

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15

Department of Education & Science. Report by HM Inspectors on provision for primary aged pupils with statements of special educational needs in mainstream schools. Department of Education and Science, 1989.

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16

Thanou, Chryssoula E. Is Maths fun?: A study into the verbal communication of teachers in special and mainstream classes in two English primary schools. University of Birmingham, 1997.

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17

Ofsted. Pupils with specific learning difficulties in mainstream schools: A survey of the provision in mainstream primary and secondary schools for pupils with a statement of special educational needs relating to specific learning difficulties : a report from the Office of Her Majesty's Chief Inspector of Schools. Ofsted, 1999.

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18

Attwood, Joan Margaret. A study of the quality and quantity of the integration of two sight impaired pupils at the primary/secondary transfer stage in mainstream schools. University of Birmingham, 1992.

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19

Bromfield, Pauline Vine. The nature of the special educational needs coordinator's role in mainstream primary schools during the early stages of the implementation of the code of practice. University of Birmingham, 1996.

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20

Lockwood, Christopher Stuart. Special school and mainstream school integration links: A primary school case study. University of Birmingham, 1997.

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21

Wragg, Chris. A case study of the statement/review procedure for primary school children in mainstream education. University of Wolverhampton, 1996.

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22

Ruddell, William James. Looking at how mainstream primary school teachers manage the learning of low-attaining pupils in mathematics. The Author), 1994.

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23

Potter, Carol Ann. A case study on aspects of the peer social relationships of a child with autism in a mainstream primary school. University of Birmingham, 1996.

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24

Williams, Huw. An investigation of an inclusion project involving a mainstream primary school and a special school for children with severe learning difficulties in Birmingham Local Education Authority. University of Birmingham, 1998.

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25

Eardley, Patricia. Parents and statementing of SEN: An evaluation of parental engagement with the process of statutory assessment and statementing of Special Educational Needs for children with spina bifida and hydrocephalus in mainstream primary school. The Author), 2004.

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26

Landor, Reni. Investigation into the links between a special school and a mainstream primary: Looking at the attitude of children towards their physically handicapped peers in relation to their exposure to and knowledge of disabilities. UEL, 1992.

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27

Lewis, Ann. Special Needs Provision in Mainstream Primary Schools. Trentham Books, 1997.

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28

Jones, Jacqueline A. Teaching art to visually impaired children in mainstream primary schools. 1995.

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29

Jones, Brynley David. A pilot study of the ecosystemic approach to changing problem behaviour in mainstream English primary schools. 1995.

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30

Economic and social analysis of primary education in Bangladesh: A study of BRAC interventions and mainstream schools. BRAC Centre, 2011.

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31

Taylor, S. Planning, designing and running an INSET course for special needs co-ordinators in mainstream primary schools: A first level training course. 1993.

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32

Northern Ireland. Department of Education. Education and Training Inspectorate. Report of a survey on the inclusion of pupils with statements of special educational needs in mainstream primary and post-primary schools in Northern Ireland: Inspected: June-December 2003. 2003.

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33

Hanizah, Zainuddin, ed. Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms. 2nd ed. Kendall/Hunt Pub. Co., 2007.

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34

Ariza, Eileen N., Carmen A. Morales-Jones, Noorchaya Yahya, and Hanizah Zainuddin. Fundamentals Of Teaching English To Speakers Of Other Languages In K-12 Mainstream Classrooms. 2nd ed. Kendall Hunt Pub Co, 2007.

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35

Hanizah, Zainuddin, ed. Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms. 2nd ed. Kendall/Hunt Pub. Co., 2007.

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36

Hanizah, Zainuddin, ed. Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms. 2nd ed. Kendall/Hunt Pub. Co., 2007.

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37

Education support pack for school: Mainstream: primary and secondary. Down's Syndrome Association, 155, Mitcham Road, Tooting, London, SW17 9PG, 2002.

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38

Valls, Andrew. Rethinking Racial Justice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190860554.001.0001.

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American society continues to be characterized by deep racial inequality that is a legacy of slavery and Jim Crow. What does justice demand in response? In this book, Andrew Valls argues that justice demands quite a lot—the United States has yet to fully reckon with its racial past, or to confront its ongoing legacies. Valls argues that liberal values and principles have far-reaching implications in the context of the deep injustices along racial lines in American society. In successive chapters, the book takes on such controversial issues as reparations, memorialization, the fate of black ins

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39

Lane, Jeffrey. Code Switching. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199381265.003.0003.

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Chapter 3 explores the primary challenge of the digital street: managing its visibility. This chapter reveals how teenagers in Harlem use online spaces to live out varied and contradictory identities. The author discusses the code-switching strategies teens developed to answer to the street code, but also to obligations of family, school, and work. The chapter indicates that teenagers first partitioned street life on Twitter to keep it from the adult world on Facebook before eventually opening up to the possibility of help from their elders. The author discusses Sarah’s fight video, Tiana’s at

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40

Ingleheart, Jennifer. Masculine Plural. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.001.0001.

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The Classics were core to the curriculum and ethos of the intensely homosocial Victorian and Edwardian public schools. Yet ancient homosexuality and erotic pedagogy were problematic to the educational establishment, which expurgated classical texts with sexual content. This volume analyses the intimate nexus between the Classics, sex, and education primarily through the figure of the schoolmaster Philip Gillespie Bainbrigge (1890–1918), whose clandestine writings explore homoerotic desires and comment on classical education. It reprints Bainbrigge’s surviving works: Achilles in Scyros (a verse

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41

Hudson, Lynn M. West of Jim Crow. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043345.001.0001.

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This book follows California’s history of segregation from statehood to the beginning of the long civil rights movement, arguing that the state innovated methods to control and contain African Americans and other people of color. While celebrated in popular discourse for its forward-thinking culture, politics, and science, California also pioneered new ways to keep citizenship white. Schools, streetcars, restaurants, theaters, parks, beaches, and pools were places of contestation where the presence of black bodies elicited forceful responses from segregationists. Black Californians employed in

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42

Heine, Steven. From Chinese Chan to Japanese Zen. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190637491.001.0001.

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This work provides a survey and critical investigation of the remarkable century from 1225 to 1325, during which the transformation of the Chinese Chan school into the Japanese Zen sect was successfully completed. The cycle of transfer began with a handful of Japanese pilgrims traveling to China, including Eisai, Dōgen, and Enni, in order to discover authentic Buddhism. They quickly learned that Chan, with the strong support of the secular elite, was well organized in terms of the intricate teaching techniques of various temple lineages. After receiving Dharma transmission through face-to-face

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