Source:http://linkedlifedata.com/resource/pubmed/id/20001449
Switch to
| Predicate | Object |
|---|---|
| rdf:type | |
| lifeskim:mentions | |
| pubmed:issue |
13
|
| pubmed:dateCreated |
2010-5-10
|
| pubmed:abstractText |
Despite the importance of communication for educational participation, researchers have observed low frequencies of communication between teachers and students with multiple and severe disabilities (MSD). Little is known about reasons for these low frequencies. This article explores the literature to develop a new research agenda for approaching this issue.
|
| pubmed:language |
eng
|
| pubmed:journal | |
| pubmed:citationSubset |
IM
|
| pubmed:status |
MEDLINE
|
| pubmed:issn |
0963-8288
|
| pubmed:author | |
| pubmed:issnType |
Print
|
| pubmed:volume |
32
|
| pubmed:owner |
NLM
|
| pubmed:authorsComplete |
Y
|
| pubmed:pagination |
1059-72
|
| pubmed:meshHeading |
pubmed-meshheading:20001449-Adolescent,
pubmed-meshheading:20001449-Attitude,
pubmed-meshheading:20001449-Child,
pubmed-meshheading:20001449-Communication,
pubmed-meshheading:20001449-Disabled Children,
pubmed-meshheading:20001449-Humans,
pubmed-meshheading:20001449-Research Design,
pubmed-meshheading:20001449-Teaching
|
| pubmed:year |
2010
|
| pubmed:articleTitle |
Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school.
|
| pubmed:affiliation |
School of Education, The University of Newcastle, Callaghan, Australia. Tania.Debortoli@studentmail.newcastle.edu.au
|
| pubmed:publicationType |
Journal Article
|