Working with children with learning disabilities and/or who communicate non‐verbally: research experiences and their implications for social work education, increased participation and social inclusion

W. Mitchell; Anita Franklin; V. Greco; M. Bell

doi:10.1080/02615470802659530

Working with children with learning disabilities and/or who communicate non‐verbally: research experiences and their implications for social work education, increased participation and social inclusion

W. Mitchell, Anita Franklin, V. Greco, M. Bell

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	309-324
Journal	Social Work Education
Volume	28
Issue number	3
DOIs	https://doi.org/10.1080/02615470802659530
Publication status	Published - 2009

Bibliographical note

The full text is not available from the repository.

Keywords

disabled children
social exclusion
participation
research methods
user‐involvement
communication methods
social work education
learning disabilities
non‐verbal communication
Deaf children

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/02615470802659530

Cite this

Working with children with learning disabilities and/or who communicate non‐verbally: research experiences and their implications for social work education, increased participation and social inclusion. / Mitchell, W.; Franklin, Anita; Greco, V. et al.
In: Social Work Education, Vol. 28, No. 3, 2009, p. 309-324.

Research output: Contribution to journal › Article › peer-review

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