Citations (23)
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Read on this site (11)
David Satherley & Brahm Norwich. (2022) Parents’ experiences of choosing a special school for their children. European Journal of Special Needs Education 37:6, pages 950-964.
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Kyriaki Makopoulou, Dawn Penney, Ross Neville & Gary Thomas. (2022) What sort of ‘inclusion’ is Continuing Professional Development promoting? An investigation of a national CPD programme for inclusive physical education. International Journal of Inclusive Education 26:3, pages 245-262.
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Kate Attfield. (2021) Triple X superwomen: their post-compulsory education and employability. Journal of Education and Work 34:1, pages 81-94.
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Wendy Cavendish, David Connor, Taucia Gonzalez, Patrick Jean-Pierre & Kenneth Card. (2020) Troubling “The Problem” of racial overrepresentation in special education: a commentary and call to rethink research. Educational Review 72:5, pages 567-582.
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Athanasios Koutsoklenis, Juho Honkasilta & Kristiina Brunila. (2020) Reviewing and reframing the influence of relative age on ADHD diagnosis: beyond individual psycho(patho)logy. Pedagogy, Culture & Society 28:2, pages 165-181.
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Ernst D. Thoutenhoofd. (2019) The mass production of learning: positive behaviour in a datafied education system. Nordic Journal of Studies in Educational Policy 5:3, pages 153-164.
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Gerasimos S. Koustourakis. (2018) Analysing the curriculum for students with mild and moderate learning difficulties concerning the teaching of pre-vocational skills. British Journal of Sociology of Education 39:8, pages 1210-1225.
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Elaine Ashbee & Karen Guldberg. (2018) Using a “collaborative contextual enquiry” methodology for understanding inclusion for autistic pupils in Palestine. Educational Review 70:5, pages 584-602.
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David Meir. (2018) Further education and inclusive practice: past experiences, current issues and future concerns. Research in Post-Compulsory Education 23:3, pages 328-347.
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Kerstin Göransson, Gunilla Lindqvist, Gunvie Möllås, Lena Almqvist & Claes Nilholm. (2017) Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden. Educational Review 69:4, pages 490-505.
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T. Van der Bij, F. P. Geijsel, G. J. A. Garst & G. T. M. Ten Dam. (2016) Modelling inclusive special needs education: insights from Dutch secondary schools. European Journal of Special Needs Education 31:2, pages 220-235.
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Articles from other publishers (12)
Aomar Ibourk & Soukaina Raoui. (2024) Inclusive education and school dropout of special needs students in Morocco: A spatial analysis. Review of Education 12:1.
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Ashwini Tiwari. (2023) How Teachers View Inclusion of Special Education Students: A Case From South Texas. International Journal of Educational Reform 32:3, pages 314-331.
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Dwitya Sobat Ady Dharma. (2023) Membaca Peran Teori Ekologi Bronfenbrenner dalam Menciptakan Lingkungan Inklusif di Sekolah. SPECIAL Special and Inclusive Education Journal 3:2, pages 115-123.
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Juho Honkasilta & Athanasios Koutsoklenis. (2022) The (Un)real Existence of ADHD—Criteria, Functions, and Forms of the Diagnostic Entity. Frontiers in Sociology 7.
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Eleanor Warnes, Elizabeth J. Done & Helen Knowler. (2021) Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions. Journal of Research in Special Educational Needs 22:1, pages 31-43.
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Valérie Tóthová & Věra Hellerová (eds)Jan Neugebauer. 2021. Využití měřicích nástrojů v ošetřovatelství. Využití měřicích nástrojů v ošetřovatelství
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Kate Attfield. (2020) Triple X supergirls: Their special educational needs and social experience. International Journal of Educational Research 102, pages 101588.
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Alison Black, Alexey Bessudnov, Yi Liu & Brahm Norwich. (2019) Academisation of Schools in England and Placements of Pupils With Special Educational Needs: An Analysis of Trends, 2011–2017. Frontiers in Education 4.
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Jayanthi Narayan. 2019. Disability Inclusion and Inclusive Education. Disability Inclusion and Inclusive Education
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