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Number of items: 7.
M
Moss, G;
Webster, R;
Bradbury, A;
Harmey, S;
(2021)
UNSUNG HEROES: The role of teaching assistants and classroom assistants in keeping schools functioning during lockdown.
International Literacy Centre, UCL Institute of Education: London, UK.
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R
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Roberts, A;
Bradley, K;
(2021)
Back on Track: Guidance for schools and families on supporting pupils with SEND in response to Covid-19.
UCL Centre for Inclusive Education: London, UK.
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S
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Skipp, A;
Hopwood, V;
Tyers, C;
Webster, R;
Staunton, R;
(2021)
Special schools’ and colleges’ experiences of the Covid-19 pandemic in May 2021: What they need now.
Nuffield Foundation
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Skipp, A;
Hopwood, V;
Webster, R;
Julius, J;
McLean, D;
(2021)
Special education during lockdown: Providers' and parents' experiences. Research summary.
Nuffield Foundation
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Skipp, A;
Hopwood, V;
Webster, R;
Julius, J;
McLean, D;
(2021)
Special education in lockdown: The experiences of school and college providers and families of pupils with Education, Health and Care Plans (EHCPs).
Nuffield Foundation
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W
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Webster, R;
de Boer, A;
(2021)
Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs.
European Journal of Special Needs Education: Special Issue of Teaching Assistants
, 36
(2)
pp. 163-167.
10.1080/08856257.2021.1901369.
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Webster, R;
de Boer, A;
(2021)
Where next for research on teaching assistants: the case for an international response.
European Journal of Special Needs Education
, 36
(2)
pp. 294-305.
10.1080/08856257.2021.1901368.
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