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Planning effective progress : planning and implementing the curriculum for children with learning difficulties

Planning effective progress : planning and implementing the curriculum for children with learning difficulties
Paper図書
edited by Mike Hinson and Martin HughesHulton Educational in conjunction with the National Association for Remedial Education1982
Other Libraries in Japan
  • Subject HeadingGreat Britain. Schools. Slow learning students. Curriculum Slow learning children -- Gre...
  • Subject Heading (ID)Great Britain. Schools. Slow learning students. Curriculum Slow learning children -- Gre...

Curricular needs of slow learners : report of the Schools Council Curricular Needs of Slow-learning Pupils Project

Curricular needs of slow learners : report of the Schools Council Curricular Needs of Slow-learning Pupils Project
Paper図書
W. K. BrennanEvans Bros : Methuen for the Schools Council1979
Other Libraries in Japan
  • Subject HeadingGreat Britain. Schools. Slow learning students. Curriculum Slow learning children -- Gre...
  • Subject Heading (ID)Great Britain. Schools. Slow learning students. Curriculum Slow learning children -- Gre...

Teaching slow learners through geography

Teaching slow learners through geography
Paper図書
edited by Graham Corney and Eleanor RawlingGeographical Associationc1985
Other Libraries in Japan
  • Subject HeadingGreat Britain. Schools. Slow learning students. Curriculum subjects: Geography. Teaching...
  • Subject Heading (ID)Great Britain. Schools. Slow learning students. Curriculum subjects: Geography. Teaching...

Low attainers in mathematics 5-16 : policies and practices in schools

Low attainers in mathematics 5-16 : policies and practices in schools
Paper図書
Brenda Denvir, Chris Stolz, Margaret BrownMethuen Educationalc1982
Other Libraries in Japan
  • Subject HeadingGreat Britain. Schools. Slow learning students. Curriculum subjects: Mathematics. Teachi...
  • Subject Heading (ID)Great Britain. Schools. Slow learning students. Curriculum subjects: Mathematics. Teachi...

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