PSEUDO-SCIENCE AND DIVIDING PRACTICES: A GENEALOGY OF THE FIRST EDUCATIONAL PROVISION FOR PUPILS WITH LEARNING DIFFICULTIES
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COPELAND, I.C., PSEUDO-SCIENCE AND DIVIDING PRACTICES: A GENEALOGY OF THE FIRST EDUCATIONAL PROVISION FOR PUPILS WITH LEARNING DIFFICULTIES. DISABILITY AND SOCIETY, Vol. 12, no. 5 (1997), p. 709-722.
Ref.
64349
Sted:
SIIS R.743 Archivo
Palabras clave:
Crítica, Discapacidad, Discapacidad intelectual, Educación especial, Inclusión social, Teoría
Crítica, Discapacidad, Discapacidad intelectual, Educación especial, Inclusión social, Teoría
Lignende værker: PSEUDO-SCIENCE AND DIVIDING PRACTICES: A GENEALOGY OF THE FIRST EDUCATIONAL PROVISION FOR PUPILS WITH LEARNING DIFFICULTIES
- THE LONG-TERM IMPACT OF RESIDENTIAL PROVISION FOR PUPILS WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
- SCIENCE: ACCESS FOR ALL PUPILS
- SEX EDUCATION FOR PUPILS WITH SEVERE LEARNING DIFFICULTIES
- THE INTEGRATION OF PUPILS WITH LEARNING DIFFICULTIES: THE RESULTS OF RESEARCH INTO THE EFFECTS OF INTEGRATION
- SPECIAL CARE PROVISION. THE EDUCATION OF CHILDREN WITH PROFOUND AND MULTIPLE LEARNING DIFFICULTIES
- SPECIALIST TEACHERS FOR PUPILS WITH LEARNING DIFFICULTIES? A SURVEY OF HEADTEACHERS IN SCHOOLS AND UNITS