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|Title:||Helping teachers to include children with special educational needs in the primary language classroom||Contributor(s):||Shield, Margaret Mary (author)||Publication Date:||2005||Handle Link:||https://hdl.handle.net/1959.11/1691||Abstract:||One of the challenges facing primary school language teachers is the adaptation of the language syllabus to suit the needs of all of their learners, including those with special educational needs. Research into inclusion of such learners in the regular classroom has shownthat adequate support for both child and teacher is essential if a child is to be successfully included in any educational program. A recent study undertaken in Brisbane sought to gain a better understanding of how language teachers deal with inclusion and to assess the level of support available to them in this regard.||Publication Type:||Journal Article||Source of Publication:||Babel, 40(1), p. 26-37||Publisher:||Australian Federation of Modern Language Teachers Associations||Place of Publication:||Melbourne, Australia||ISSN:||0005-3503||Field of Research (FOR):||130399 Specialist Studies in Education not elsewhere classified||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://www.afmlta.asn.au/easyweb3/WEBID-679729-ep_code-journal||Statistics to Oct 2018:||Visitors: 69
|Appears in Collections:||Journal Article|
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