| dc.contributor.author | Mc Guckin, Conor | |
| dc.contributor.editor | G. Scanlon, Y. Barnes-Holmes, M. Shevlin, & C. Mc Guckin. | en |
| dc.date.accessioned | 2020-02-28T15:08:09Z | |
| dc.date.available | 2020-02-28T15:08:09Z | |
| dc.date.issued | 2019 | |
| dc.date.submitted | 2019 | en |
| dc.identifier.citation | McGuckin, C., Transitions through the education system: From primary school to higher education - The role of the professional., G. Scanlon, Y. Barnes-Holmes, M. Shevlin, & C. Mc Guckin., Transition for pupils with Special Educational Needs: Implications for inclusion practice and policy., Oxford, UK., Peter Lang., 2019, 1-214 | en |
| dc.identifier.other | Y | |
| dc.format.extent | 1-214 | en |
| dc.language.iso | en | en |
| dc.publisher | Peter Lang. | en |
| dc.rights | Y | en |
| dc.subject | Education | en |
| dc.subject | Special educational needs | en |
| dc.subject | Transitions | en |
| dc.title | Transitions through the education system: From primary school to higher education - The role of the professional | en |
| dc.title.alternative | Transition for pupils with Special Educational Needs: Implications for inclusion practice and policy. | en |
| dc.type | Book Chapter | en |
| dc.type.supercollection | scholarly_publications | en |
| dc.type.supercollection | refereed_publications | en |
| dc.identifier.peoplefinderurl | http://people.tcd.ie/mcguckic | |
| dc.identifier.rssinternalid | 213078 | |
| dc.rights.ecaccessrights | openAccess | |
| dc.description.technical | 978-1-78707-971-7 | en |
| dc.subject.TCDTheme | Identities in Transformation | en |
| dc.subject.TCDTheme | Inclusive Society | en |
| dc.subject.TCDTag | EDUCATION | en |
| dc.subject.TCDTag | INCLUSION | en |
| dc.subject.TCDTag | Social Inclusion | en |
| dc.subject.TCDTag | special educational needs | en |
| dc.subject.darat_impairment | Age-related disability | en |
| dc.subject.darat_impairment | Autistic Spectrum disorders | en |
| dc.subject.darat_impairment | Chronic Health Condition | en |
| dc.subject.darat_impairment | Emotional-behavioural Problems | en |
| dc.subject.darat_impairment | Intellectual Disability | en |
| dc.subject.darat_impairment | Mental Health/Psychosocial disability | en |
| dc.subject.darat_impairment | Physical disability | en |
| dc.subject.darat_impairment | Sensory impairment | en |
| dc.subject.darat_impairment | Specific learning difficulties | en |
| dc.subject.darat_impairment | Visual impairment | en |
| dc.subject.darat_thematic | Accessibility | en |
| dc.subject.darat_thematic | Children | en |
| dc.subject.darat_thematic | Development | en |
| dc.subject.darat_thematic | Education | en |
| dc.subject.darat_thematic | Health | en |
| dc.subject.darat_thematic | Policy | en |
| dc.subject.darat_thematic | Social exclusion | en |
| dc.subject.darat_thematic | Social participation | en |
| dc.subject.darat_thematic | Social services, interventions and supports | en |
| dc.subject.darat_thematic | Youth | en |
| dc.status.accessible | N | en |
| dc.identifier.uri | https://www.peterlang.com/view/title/36583 | |
| dc.identifier.uri | http://hdl.handle.net/2262/91650 | |
