Explore
How do individualised support arrangements for children with special educational needs come about in integrative/inclusive teaching? The author describes how different understanding of cooperation between occupational groups goes hand in hand with different concepts of individualisation and is anchored in different institutional experiences: a differentiated analysis for the reconstruction of action orientations in the reform process at the school entry level.
This book is included in DOAB.
Why read this book? Have your say.
You must be logged in to comment.