The development of the special educational needs coordinator role in a higher education setting
UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disable...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
TAYLOR, MARK [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|
| Erschienen: |
Oxford, UK: Blackwell Publishing Ltd ; 2005 |
|---|
| Schlagwörter: |
|---|
| Umfang: |
Online-Ressource |
|---|
| Reproduktion: |
2004 ; Blackwell Publishing Journal Backfiles 1879-2005 |
|---|---|
| Übergeordnetes Werk: |
In: Support for learning - Oxford [u.a.] : Wiley-Blackwell, 1986, 20(2005), 1, Seite 0 |
| Übergeordnetes Werk: |
volume:20 ; year:2005 ; number:1 ; pages:0 |
| Links: |
|---|
| DOI / URN: |
10.1111/j.0268-2141.2005.00356.x |
|---|
| Katalog-ID: |
NLEJ243668309 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLEJ243668309 | ||
| 003 | DE-627 | ||
| 005 | 20210707184141.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 120427s2005 xx |||||o 00| ||und c | ||
| 024 | 7 | |a 10.1111/j.0268-2141.2005.00356.x |2 doi | |
| 035 | |a (DE-627)NLEJ243668309 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 100 | 1 | |a TAYLOR, MARK |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a The development of the special educational needs coordinator role in a higher education setting |
| 264 | 1 | |a Oxford, UK |b Blackwell Publishing Ltd |c 2005 | |
| 300 | |a Online-Ressource | ||
| 336 | |a nicht spezifiziert |b zzz |2 rdacontent | ||
| 337 | |a nicht spezifiziert |b z |2 rdamedia | ||
| 338 | |a nicht spezifiziert |b zu |2 rdacarrier | ||
| 520 | |a UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. | ||
| 533 | |d 2004 |f Blackwell Publishing Journal Backfiles 1879-2005 |7 |2004|||||||||| | ||
| 650 | 4 | |a special educational needs provision | |
| 773 | 0 | 8 | |i In |t Support for learning |d Oxford [u.a.] : Wiley-Blackwell, 1986 |g 20(2005), 1, Seite 0 |h Online-Ressource |w (DE-627)NLEJ243926596 |w (DE-600)2029005-6 |x 1467-9604 |7 nnns |
| 773 | 1 | 8 | |g volume:20 |g year:2005 |g number:1 |g pages:0 |
| 856 | 4 | 0 | |u http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x |q text/html |x Verlag |z Deutschlandweit zugänglich |3 Volltext |
| 912 | |a GBV_USEFLAG_U | ||
| 912 | |a ZDB-1-DJB | ||
| 912 | |a GBV_NL_ARTICLE | ||
| 951 | |a AR | ||
| 952 | |d 20 |j 2005 |e 1 |h 0 | ||
| author_variant |
m t mt |
|---|---|
| matchkey_str |
article:14679604:2005----::hdvlpetfhseildctoanesoriaorlia |
| hierarchy_sort_str |
2005 |
| publishDate |
2005 |
| allfields |
10.1111/j.0268-2141.2005.00356.x doi (DE-627)NLEJ243668309 DE-627 ger DE-627 rakwb TAYLOR, MARK verfasserin aut The development of the special educational needs coordinator role in a higher education setting Oxford, UK Blackwell Publishing Ltd 2005 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. 2004 Blackwell Publishing Journal Backfiles 1879-2005 |2004|||||||||| special educational needs provision In Support for learning Oxford [u.a.] : Wiley-Blackwell, 1986 20(2005), 1, Seite 0 Online-Ressource (DE-627)NLEJ243926596 (DE-600)2029005-6 1467-9604 nnns volume:20 year:2005 number:1 pages:0 http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 20 2005 1 0 |
| spelling |
10.1111/j.0268-2141.2005.00356.x doi (DE-627)NLEJ243668309 DE-627 ger DE-627 rakwb TAYLOR, MARK verfasserin aut The development of the special educational needs coordinator role in a higher education setting Oxford, UK Blackwell Publishing Ltd 2005 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. 2004 Blackwell Publishing Journal Backfiles 1879-2005 |2004|||||||||| special educational needs provision In Support for learning Oxford [u.a.] : Wiley-Blackwell, 1986 20(2005), 1, Seite 0 Online-Ressource (DE-627)NLEJ243926596 (DE-600)2029005-6 1467-9604 nnns volume:20 year:2005 number:1 pages:0 http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 20 2005 1 0 |
| allfields_unstemmed |
10.1111/j.0268-2141.2005.00356.x doi (DE-627)NLEJ243668309 DE-627 ger DE-627 rakwb TAYLOR, MARK verfasserin aut The development of the special educational needs coordinator role in a higher education setting Oxford, UK Blackwell Publishing Ltd 2005 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. 2004 Blackwell Publishing Journal Backfiles 1879-2005 |2004|||||||||| special educational needs provision In Support for learning Oxford [u.a.] : Wiley-Blackwell, 1986 20(2005), 1, Seite 0 Online-Ressource (DE-627)NLEJ243926596 (DE-600)2029005-6 1467-9604 nnns volume:20 year:2005 number:1 pages:0 http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 20 2005 1 0 |
| allfieldsGer |
10.1111/j.0268-2141.2005.00356.x doi (DE-627)NLEJ243668309 DE-627 ger DE-627 rakwb TAYLOR, MARK verfasserin aut The development of the special educational needs coordinator role in a higher education setting Oxford, UK Blackwell Publishing Ltd 2005 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. 2004 Blackwell Publishing Journal Backfiles 1879-2005 |2004|||||||||| special educational needs provision In Support for learning Oxford [u.a.] : Wiley-Blackwell, 1986 20(2005), 1, Seite 0 Online-Ressource (DE-627)NLEJ243926596 (DE-600)2029005-6 1467-9604 nnns volume:20 year:2005 number:1 pages:0 http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 20 2005 1 0 |
| allfieldsSound |
10.1111/j.0268-2141.2005.00356.x doi (DE-627)NLEJ243668309 DE-627 ger DE-627 rakwb TAYLOR, MARK verfasserin aut The development of the special educational needs coordinator role in a higher education setting Oxford, UK Blackwell Publishing Ltd 2005 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. 2004 Blackwell Publishing Journal Backfiles 1879-2005 |2004|||||||||| special educational needs provision In Support for learning Oxford [u.a.] : Wiley-Blackwell, 1986 20(2005), 1, Seite 0 Online-Ressource (DE-627)NLEJ243926596 (DE-600)2029005-6 1467-9604 nnns volume:20 year:2005 number:1 pages:0 http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x text/html Verlag Deutschlandweit zugänglich Volltext GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE AR 20 2005 1 0 |
| source |
In Support for learning 20(2005), 1, Seite 0 volume:20 year:2005 number:1 pages:0 |
| sourceStr |
In Support for learning 20(2005), 1, Seite 0 volume:20 year:2005 number:1 pages:0 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
special educational needs provision |
| isfreeaccess_bool |
false |
| container_title |
Support for learning |
| authorswithroles_txt_mv |
TAYLOR, MARK @@aut@@ |
| publishDateDaySort_date |
2005-01-01T00:00:00Z |
| hierarchy_top_id |
NLEJ243926596 |
| id |
NLEJ243668309 |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ243668309</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20210707184141.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">120427s2005 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1111/j.0268-2141.2005.00356.x</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ243668309</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">TAYLOR, MARK</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The development of the special educational needs coordinator role in a higher education setting</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Oxford, UK</subfield><subfield code="b">Blackwell Publishing Ltd</subfield><subfield code="c">2005</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="d">2004</subfield><subfield code="f">Blackwell Publishing Journal Backfiles 1879-2005</subfield><subfield code="7">|2004||||||||||</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">special educational needs provision</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Support for learning</subfield><subfield code="d">Oxford [u.a.] : Wiley-Blackwell, 1986</subfield><subfield code="g">20(2005), 1, Seite 0</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ243926596</subfield><subfield code="w">(DE-600)2029005-6</subfield><subfield code="x">1467-9604</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:20</subfield><subfield code="g">year:2005</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:0</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x</subfield><subfield code="q">text/html</subfield><subfield code="x">Verlag</subfield><subfield code="z">Deutschlandweit zugänglich</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-DJB</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">20</subfield><subfield code="j">2005</subfield><subfield code="e">1</subfield><subfield code="h">0</subfield></datafield></record></collection>
|
| series2 |
Blackwell Publishing Journal Backfiles 1879-2005 |
| author |
TAYLOR, MARK |
| spellingShingle |
TAYLOR, MARK misc special educational needs provision The development of the special educational needs coordinator role in a higher education setting |
| authorStr |
TAYLOR, MARK |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)NLEJ243926596 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
NL |
| publishPlace |
Oxford, UK |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
1467-9604 |
| topic_title |
The development of the special educational needs coordinator role in a higher education setting special educational needs provision |
| publisher |
Blackwell Publishing Ltd |
| publisherStr |
Blackwell Publishing Ltd |
| topic |
misc special educational needs provision |
| topic_unstemmed |
misc special educational needs provision |
| topic_browse |
misc special educational needs provision |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
zu |
| hierarchy_parent_title |
Support for learning |
| hierarchy_parent_id |
NLEJ243926596 |
| hierarchy_top_title |
Support for learning |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)NLEJ243926596 (DE-600)2029005-6 |
| title |
The development of the special educational needs coordinator role in a higher education setting |
| ctrlnum |
(DE-627)NLEJ243668309 |
| title_full |
The development of the special educational needs coordinator role in a higher education setting |
| author_sort |
TAYLOR, MARK |
| journal |
Support for learning |
| journalStr |
Support for learning |
| isOA_bool |
false |
| recordtype |
marc |
| publishDateSort |
2005 |
| contenttype_str_mv |
zzz |
| container_start_page |
0 |
| author_browse |
TAYLOR, MARK |
| container_volume |
20 |
| physical |
Online-Ressource |
| format_se |
Elektronische Aufsätze |
| author-letter |
TAYLOR, MARK |
| doi_str_mv |
10.1111/j.0268-2141.2005.00356.x |
| title_sort |
the development of the special educational needs coordinator role in a higher education setting |
| title_auth |
The development of the special educational needs coordinator role in a higher education setting |
| abstract |
UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. |
| abstractGer |
UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. |
| abstract_unstemmed |
UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. |
| collection_details |
GBV_USEFLAG_U ZDB-1-DJB GBV_NL_ARTICLE |
| container_issue |
1 |
| title_short |
The development of the special educational needs coordinator role in a higher education setting |
| url |
http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x |
| remote_bool |
true |
| ppnlink |
NLEJ243926596 |
| mediatype_str_mv |
z |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1111/j.0268-2141.2005.00356.x |
| up_date |
2024-07-06T06:10:28.060Z |
| _version_ |
1803808908834242560 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ243668309</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20210707184141.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">120427s2005 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1111/j.0268-2141.2005.00356.x</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ243668309</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">TAYLOR, MARK</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The development of the special educational needs coordinator role in a higher education setting</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Oxford, UK</subfield><subfield code="b">Blackwell Publishing Ltd</subfield><subfield code="c">2005</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="d">2004</subfield><subfield code="f">Blackwell Publishing Journal Backfiles 1879-2005</subfield><subfield code="7">|2004||||||||||</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">special educational needs provision</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Support for learning</subfield><subfield code="d">Oxford [u.a.] : Wiley-Blackwell, 1986</subfield><subfield code="g">20(2005), 1, Seite 0</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ243926596</subfield><subfield code="w">(DE-600)2029005-6</subfield><subfield code="x">1467-9604</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:20</subfield><subfield code="g">year:2005</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:0</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://dx.doi.org/10.1111/j.0268-2141.2005.00356.x</subfield><subfield code="q">text/html</subfield><subfield code="x">Verlag</subfield><subfield code="z">Deutschlandweit zugänglich</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-DJB</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">20</subfield><subfield code="j">2005</subfield><subfield code="e">1</subfield><subfield code="h">0</subfield></datafield></record></collection>
|
| score |
7.3999653 |