A narrative exploration of how curricula for children with profound and multiple learning difficulties shapes and is shaped by the practices of their teachers.
- Submitting institution
-
University of Newcastle upon Tyne
- Unit of assessment
- 23 - Education
- Output identifier
- 272400-213591-1279
- Type
- D - Journal article
- DOI
-
10.1111/1467-8578.12313
- Title of journal
- British Journal of Special Education
- Article number
- -
- First page
- 350
- Volume
- 47
- Issue
- 3
- ISSN
- 0952-3383
- Open access status
- Compliant
- Month of publication
- April
- Year of publication
- 2020
- URL
-
https://doi.org/10.1111/1467-8578.12313
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
1
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
