Collaborative Working Practices in Inclusive Mainstream Deaf Education Settings: Teaching Assistant Perspectives

Salter, JM orcid.org/0000-0003-0655-287X, Swanwick, RA orcid.org/0000-0001-5482-6009 and Pearson, SE (2017) Collaborative Working Practices in Inclusive Mainstream Deaf Education Settings: Teaching Assistant Perspectives. Deafness and Education International, 19 (1). pp. 40-49. ISSN 1464-3154

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Authors/Creators:
Copyright, Publisher and Additional Information: © 2017 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Deafness & Education International on 22 March 2017, available online: http://www.tandfonline.com/10.1080/14643154.2017.1301693. Uploaded in accordance with the publisher's self-archiving policy.
Keywords: collaborative practice, mainstream, teaching assistants, teacher of the deaf, deaf education, inclusion
Dates:
  • Published: 22 March 2017
  • Accepted: 26 February 2017
  • Published (online): 22 March 2017
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 10 Mar 2017 10:38
Last Modified: 19 Jul 2017 04:47
Published Version: https://doi.org/10.1080/14643154.2017.1301693
Status: Published
Publisher: Taylor & Francis (Routledge)
Identification Number: https://doi.org/10.1080/14643154.2017.1301693

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Embargoed until: 22 September 2018

Filename: J.Salter Collaborative Working Practices.pdf

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