A social skills programme with primary-aged isolated hearing aid users

Moore, Mo; Dash, Juliet; Bristow, Linda J.

doi:10.1179/146431599790561433

Deafness & Education International

1999

DOI: 10.1179/146431599790561433

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A social skills programme with primary-aged isolated hearing aid users

Mo Moore¹,

Juliet Dash²,

Linda J. Bristow³

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Cited by 3 publications

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The RNID education guidelines project in the context of the changing roles of teachers of the deaf

Jarvis

2003

Deafness Educ. Int.

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Original article can be found at: http://www3.interscience.wiley.com Copyright Whurr Publishers Ltd. and John Wiley & Sons, Ltd. DOI: 10.1002/dei.139 Full text of this article is not available in the UHRAThe Royal National Institute for Deaf People recently published a series of 'Guidelines' on working with deaf children. This article looks at these publications within the context of change in deaf education and in the role of teachers of the deaf, with specific reference to the situation in the United Kingdom

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The RNID education guidelines project in the context of the changing roles of teachers of the deaf

Jarvis

2003

Deafness Educ. Int.

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‘It's more peaceful without any support’: what do deaf pupils think about the support they receive in mainstream schools?

Jarvis¹

2003

Support for Learning

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Our third article turns its attention to the views of young people on the support they receive in school, with deaf education supplying a particularly useful context to explore this issue. Here Joy Jarvis describes a research project carried out to establish what the pupils saw as facilitating or inhibiting their inclusion in a mainstream context. She concludes that in addition to the benefits of specialist teaching and sensitive support in class, more attention should be paid to the development of peer support.

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Exclusion by inclusion? Issues for deaf pupils and their mainstream teachers

Jarvis

2002

Education 3-13

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A social skills programme with primary-aged isolated hearing aid users

Cited by 3 publications

References 3 publications

The RNID education guidelines project in the context of the changing roles of teachers of the deaf

The RNID education guidelines project in the context of the changing roles of teachers of the deaf

‘It's more peaceful without any support’: what do deaf pupils think about the support they receive in mainstream schools?

Exclusion by inclusion? Issues for deaf pupils and their mainstream teachers

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