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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27881
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dc.contributor.authorCreese, Angelaen_UK
dc.contributor.authorNorwich, Brahmen_UK
dc.contributor.authorDaniels, Harryen_UK
dc.date.accessioned2018-10-01T15:49:47Z-
dc.date.available2018-10-01T15:49:47Z-
dc.date.issued1998-08-31en_UK
dc.identifier.urihttp://hdl.handle.net/1893/27881-
dc.description.abstractThe authors explore the possibility of teacher collaboration in primary and secondary schools around issues of special educational needs (SEN). They report on a national survey which asked SEN coordinators which types of collaborative teacher groups were being run in their schools, the duration and frequency of such groups, their perceived usefulness and the arrangements for running them. The results are discussed in the context of the importance and role of teacher support as part of a whole strategy of SEN provision.en_UK
dc.language.isoenen_UK
dc.publisherWileyen_UK
dc.relationCreese A, Norwich B & Daniels H (1998) The prevalence and usefulness of collaborative teacher groups for SEN: Results of a national survey. Support for Learning, 13 (3), pp. 109-114. https://doi.org/10.1111/1467-9604.00070en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.titleThe prevalence and usefulness of collaborative teacher groups for SEN: Results of a national surveyen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Creese et al-1998.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1111/1467-9604.00070en_UK
dc.citation.jtitleSupport for Learningen_UK
dc.citation.issn1467-9604en_UK
dc.citation.issn0268-2141en_UK
dc.citation.volume13en_UK
dc.citation.issue3en_UK
dc.citation.spage109en_UK
dc.citation.epage114en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderUniversity of Birminghamen_UK
dc.author.emailangela.creese@stir.ac.uken_UK
dc.citation.date07/01/2003en_UK
dc.contributor.affiliationDepartment for Educationen_UK
dc.contributor.affiliationUniversity of Londonen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.identifier.wtid995862en_UK
dc.contributor.orcid0000-0002-6943-0039en_UK
dcterms.dateAccepted2003-01-07en_UK
dc.date.filedepositdate2018-09-21en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorCreese, Angela|0000-0002-6943-0039en_UK
local.rioxx.authorNorwich, Brahm|en_UK
local.rioxx.authorDaniels, Harry|en_UK
local.rioxx.projectProject ID unknown|University of Birmingham|http://dx.doi.org/10.13039/501100000855en_UK
local.rioxx.freetoreaddate2248-08-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameCreese et al-1998.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0268-2141en_UK
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