What Meaning Do Children with Special Educational Needs Assign to Academic Progress and What Do They Think Makes Them Get Better? an Interpretative Phenomenological Analysis.
Prof Doc Thesis
Wagner, K. 2018. What Meaning Do Children with Special Educational Needs Assign to Academic Progress and What Do They Think Makes Them Get Better? an Interpretative Phenomenological Analysis. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.874wv
Authors | Wagner, K. |
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Type | Prof Doc Thesis |
Abstract | This research is a qualitative study which presents the experiences of six children with special educational needs (SEN). Specifically, it explored the concept of academic progress from the viewpoint of the participants, with the aim of gaining an understanding of how children with additional needs understand this concept. Furthermore, it aimed to ascertain what these children find helpful in school. |
Year | 2018 |
Publisher | University of East London |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.874wv |
File | License File Access Level Anyone |
Publication dates | |
Apr 2018 | |
Publication process dates | |
Deposited | 20 Nov 2019 |
https://repository.uel.ac.uk/item/874wv
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