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IRSES - Alternative Provision for Students with SEBD in Australia and England

Paul Cooper ; Hong Kong Institute of Education
Robert Grandin ; University of Sunshine Coast, Queensland

Puni tekst: engleski, pdf (281 KB) str. 33-50 preuzimanja: 187* citiraj
APA 6th Edition
Cooper, P. i Grandin, R. (2014). IRSES - Alternative Provision for Students with SEBD in Australia and England. Croatian Journal of Education, 16 (Sp.Ed.2), 33-50. Preuzeto s https://hrcak.srce.hr/123628
MLA 8th Edition
Cooper, Paul i Robert Grandin. "IRSES - Alternative Provision for Students with SEBD in Australia and England." Croatian Journal of Education, vol. 16, br. Sp.Ed.2, 2014, str. 33-50. https://hrcak.srce.hr/123628. Citirano 13.11.2019.
Chicago 17th Edition
Cooper, Paul i Robert Grandin. "IRSES - Alternative Provision for Students with SEBD in Australia and England." Croatian Journal of Education 16, br. Sp.Ed.2 (2014): 33-50. https://hrcak.srce.hr/123628
Harvard
Cooper, P., i Grandin, R. (2014). 'IRSES - Alternative Provision for Students with SEBD in Australia and England', Croatian Journal of Education, 16(Sp.Ed.2), str. 33-50. Preuzeto s: https://hrcak.srce.hr/123628 (Datum pristupa: 13.11.2019.)
Vancouver
Cooper P, Grandin R. IRSES - Alternative Provision for Students with SEBD in Australia and England. Croatian Journal of Education [Internet]. 2014 [pristupljeno 13.11.2019.];16(Sp.Ed.2):33-50. Dostupno na: https://hrcak.srce.hr/123628
IEEE
P. Cooper i R. Grandin, "IRSES - Alternative Provision for Students with SEBD in Australia and England", Croatian Journal of Education, vol.16, br. Sp.Ed.2, str. 33-50, 2014. [Online]. Dostupno na: https://hrcak.srce.hr/123628. [Citirano: 13.11.2019.]
Puni tekst: hrvatski, pdf (281 KB) str. 33-50 preuzimanja: 220* citiraj
APA 6th Edition
Cooper, P. i Grandin, R. (2014). IRSES – Alternativni oblici skrbi za učenike sa socijalnim, emocionalnim i teškoćama u ponašanju u Australiji i Engleskoj. Croatian Journal of Education, 16 (Sp.Ed.2), 33-50. Preuzeto s https://hrcak.srce.hr/123628
MLA 8th Edition
Cooper, Paul i Robert Grandin. "IRSES – Alternativni oblici skrbi za učenike sa socijalnim, emocionalnim i teškoćama u ponašanju u Australiji i Engleskoj." Croatian Journal of Education, vol. 16, br. Sp.Ed.2, 2014, str. 33-50. https://hrcak.srce.hr/123628. Citirano 13.11.2019.
Chicago 17th Edition
Cooper, Paul i Robert Grandin. "IRSES – Alternativni oblici skrbi za učenike sa socijalnim, emocionalnim i teškoćama u ponašanju u Australiji i Engleskoj." Croatian Journal of Education 16, br. Sp.Ed.2 (2014): 33-50. https://hrcak.srce.hr/123628
Harvard
Cooper, P., i Grandin, R. (2014). 'IRSES – Alternativni oblici skrbi za učenike sa socijalnim, emocionalnim i teškoćama u ponašanju u Australiji i Engleskoj', Croatian Journal of Education, 16(Sp.Ed.2), str. 33-50. Preuzeto s: https://hrcak.srce.hr/123628 (Datum pristupa: 13.11.2019.)
Vancouver
Cooper P, Grandin R. IRSES – Alternativni oblici skrbi za učenike sa socijalnim, emocionalnim i teškoćama u ponašanju u Australiji i Engleskoj. Croatian Journal of Education [Internet]. 2014 [pristupljeno 13.11.2019.];16(Sp.Ed.2):33-50. Dostupno na: https://hrcak.srce.hr/123628
IEEE
P. Cooper i R. Grandin, "IRSES – Alternativni oblici skrbi za učenike sa socijalnim, emocionalnim i teškoćama u ponašanju u Australiji i Engleskoj", Croatian Journal of Education, vol.16, br. Sp.Ed.2, str. 33-50, 2014. [Online]. Dostupno na: https://hrcak.srce.hr/123628. [Citirano: 13.11.2019.]

Sažetak
Non-mainstream forms of provision for school students presenting with Social, Emotional and Behavioural Difficulties (SEBD) are sometimes dismissed as being inferior to mainstream provision and are condemned as exclusionary. This paper reports on a study of non-mainstream provision for students with SEBD with the emphasis being placed on the perceptions of staff working in such setting in England and Australia. The findings indicate that participants in this study believed themselves to be engaged in work that, in placing social emotional engagement at the heart of curriculum, provided opportunities to students with SEBD that were often unavailable in mainstream settings. It is argued that theories and policies of Inclusive Education must move beyond mere curriculum ‘adaptation’ if they are to succeed for students encountering serious problems adjusting to school. Policy makers and ‘mainstream’ schools are encouraged to learn from ‘alternative’ forms of provision and work more closely with this sector.

Ključne riječi
alternative provision; Australia and England; disengaged students; Social, Emotional and Behavioural Difficulties

Hrčak ID: 123628

URI
https://hrcak.srce.hr/123628

[hrvatski]

Posjeta: 708 *