Kellett, Mary and Nind, Melanie (2003). Implementing intensive interaction in schools: guidance for practitioners, managers and coordinators. London: David Fulton.
| URL: | http://213.253.134.7/fulton/display.asp?isb=184312... |
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| Google Scholar: | Look up in Google Scholar |
Abstract
By taking a detailed look at the implementation and management of intensive interaction in schools, the authors of this text offer practical guidance on how to get the most from the approach in a school context.
The text includes: guidance on managing priorities, training issues, power dynamics and coping with OFSTED; advice on setting up and running evaluation projects; clear links to the National Curriculum for SEN; case studies from special and mainstream schools; and a glossary of terms.
Aimed at practitioners, co-ordinators and managers in schools using intensive interaction with pupils who have severe and complex learning difficulties, the text addresses a range of challenges across special, inclusive and ever-changing contexts.
| Item Type: | Book |
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| ISBN: | 1-84312-019-4, 978-1-84312-019-3 |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 673 |
| Depositing User: | Users 12 not found. |
| Date Deposited: | 22 May 2006 |
| Last Modified: | 04 Oct 2016 09:43 |
| URI: | http://oro.open.ac.uk/id/eprint/673 |
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