School Connectedness for Students with Disabilities
From Theory to Evidence-based Practice
School Connectedness for Students with Disabilities: From Theory to Evidence-based Practice focuses on the importance of school connectedness for students with disabilities, and presents ways in which this sense of connectedness can be fostered. Written from a holistic perspective, it embraces a variety of approaches, strategies and interventions rooted in evidence-based theory and practice, and examines them not only in regard to the student with a disability, but also school leaders, teachers, families and community members. The book describes and defines the concept of school connectedness, provides the reader with a theoretical framework…
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Produktdetails
Weitere Autoren: Marsh, Robbie J. / Higgins, Kyle
- ISBN: 978-1-351-62352-0
- EAN: 9781351623520
- Produktnummer: 24137337
- Verlag: Taylor & Francis Ltd.
- Sprache: Englisch
- Erscheinungsjahr: 2017
- Seitenangabe: 150 S.
- Plattform: PDF
- Masse: 1'195 KB
- Abbildungen: 3 schwarz-weiße Abbildungen, 3 schwarz-weiße Zeichnungen, 5 schwarz-weiße Tabellen
Über den Autor
Therese M. Cumming is an Associate Professor in Special Education in the School of Education at UNSW Sydney. Her publications include an edited book (Sustaining Mobile Learning: Theory, research, and practice, Routledge 2016), a co-authored book (Lifespan Transitions for Individuals with Disabilities: A holistic perspective, Routledge 2016), book chapters, journal articles and international conference papers. She also has many years of experience as a special educator.Robbie J. Marsh is an Assistant Professor in Special Education at Mercer University. His research interests include: students with emotional and behavioural disorders and autism, access to mental health services and applied behaviour analysis.Kyle Higgins is a Professor of Special Education in the Department of Educational & Clinical Studies at the University of Nevada Las Vegas. Her research interests focus on the use of technology and other evidence-based practices with students with disabilities to foster their inclusion in academic and non-academic settings.
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