{"title":"小学教师对自闭症的知识和态度,以及良好实践方法的经验:对克罗地亚政策和实践的影响","authors":"J. Stosic, Natalija Lisak Šegota, David Preece","doi":"10.1111/1467-9604.12429","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.6000,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Primary teachers' knowledge and attitudes about autism, and experience of good practice approaches: implications for policy and practice in Croatia\",\"authors\":\"J. Stosic, Natalija Lisak Šegota, David Preece\",\"doi\":\"10.1111/1467-9604.12429\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":46086,\"journal\":{\"name\":\"Support for Learning\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.6000,\"publicationDate\":\"2022-11-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Support for Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1111/1467-9604.12429\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Support for Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1111/1467-9604.12429","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
期刊介绍:
The articles in this journal examine the practical and theoretical issues surrounding the education of pupils with special educational needs in mainstream schools. Support for Learning aims to act as a bridge between academics and practitioners. All aspects of curriculum delivery, classroom management and the use of support services are covered. Strategies to eliminate underachievement and promote best practice are especially featured. Most, but not all, issues of Support for Learning, focus on a topical theme. The journal is widely read in the UK and overseas as an authoritative guide to the current state of SEN policy and practice.