More than just a bus trip: School busing, disability and access to education in Toronto, Canada
• Legislated rights require stigma and barrier free access to education for children with disabilities in Ontario, Canada. • Children with disabilities may be placed in supportive school settings beyond the home neighbourhood. • Children with disabilities have substantially longer bus trips than oth...
Ausführliche Beschreibung
Gespeichert in:
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Buliung, Ron [verfasserIn] |
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E-Artikel |
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Englisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Umfang: |
10 |
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| Übergeordnetes Werk: |
Enthalten in: Effect of self-healing on water permeability and mechanical property of Medium-Early-Strength Engineered Cementitious Composites - Ma, Hui ELSEVIER, 2014, an international journal, Amsterdam [u.a.] |
|---|---|
| Übergeordnetes Werk: |
volume:148 ; year:2021 ; pages:496-505 ; extent:10 |
| Links: |
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| DOI / URN: |
10.1016/j.tra.2021.04.005 |
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ELV054057973 |
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| 520 | |a • Legislated rights require stigma and barrier free access to education for children with disabilities in Ontario, Canada. • Children with disabilities may be placed in supportive school settings beyond the home neighbourhood. • Children with disabilities have substantially longer bus trips than other children. • Longer trips may translate into missed classroom time and reduced interaction with peers. • Busing services for students with disability confers access to education, yet it may also paradoxically produce disabling experiences. | ||
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More than just a bus trip: School busing, disability and access to education in Toronto, Canada |
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• Legislated rights require stigma and barrier free access to education for children with disabilities in Ontario, Canada. • Children with disabilities may be placed in supportive school settings beyond the home neighbourhood. • Children with disabilities have substantially longer bus trips than other children. • Longer trips may translate into missed classroom time and reduced interaction with peers. • Busing services for students with disability confers access to education, yet it may also paradoxically produce disabling experiences. |
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• Legislated rights require stigma and barrier free access to education for children with disabilities in Ontario, Canada. • Children with disabilities may be placed in supportive school settings beyond the home neighbourhood. • Children with disabilities have substantially longer bus trips than other children. • Longer trips may translate into missed classroom time and reduced interaction with peers. • Busing services for students with disability confers access to education, yet it may also paradoxically produce disabling experiences. |
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• Legislated rights require stigma and barrier free access to education for children with disabilities in Ontario, Canada. • Children with disabilities may be placed in supportive school settings beyond the home neighbourhood. • Children with disabilities have substantially longer bus trips than other children. • Longer trips may translate into missed classroom time and reduced interaction with peers. • Busing services for students with disability confers access to education, yet it may also paradoxically produce disabling experiences. |
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More than just a bus trip: School busing, disability and access to education in Toronto, Canada |
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https://doi.org/10.1016/j.tra.2021.04.005 |
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Bilas, Patrick Ross, Timothy Marmureanu, Cosmin El-Geneidy, Ahmed |
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10.1016/j.tra.2021.04.005 |
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2024-07-06T20:39:20.591Z |
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