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Educational Review Volume 73, 2021 - Issue 4
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Research Article

High-leverage social, emotional and behavioural practices for students with disabilities in inclusive settings

Mabel O. Riveraa Department of Educational Specialties, University of North Carolina, Pembroke, NC, USACorrespondence[email protected]
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Glennda K. McKeithanb Special Education Department, University of Kansas, Lawrence, KS, USAORCID Iconhttps://orcid.org/0000-0001-5915-9815
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Pages 436-450 | Received 22 Dec 2018, Accepted 13 Jun 2019, Published online: 17 Jul 2019

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Rasmitadila Rasmitadila, Reza Rachmadtullah, Achmad Samsudin, Muhammad Nurtanto & Muhammad Nurrohman Jauhari. (2023) Limited face-to-face learning on students in inclusive classrooms during the Covid-19 pandemic: Perceptions of elementary school teachers in Indonesia. Cogent Education 10:1.
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Talya Drescher & Ya-Chih Chang. (2022) Benefits of collaborative teaching models in teacher education programs: Sharing disability knowledge and promoting inclusion. Teacher Development 26:2, pages 151-165.
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Articles from other publishers (4)

Madeline R. Risse, Kwang-Sun Cho Blair & Danielle A. Russo. (2023) Evaluating Technology-Based Self-Monitoring of Performance with Differential Reinforcement for Students with Disabilities. Behavioral Sciences 13:6, pages 508.
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Maria Tcherni-Buzzeo. (2023) Increased Prescribing of Psychotropic Drugs or School-Based Services for Children with Disabilities? Associations of These Self-control-Boosting Strategies with Juvenile Violence at the State Level. Journal of Developmental and Life-Course Criminology 9:2, pages 238-272.
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Yvonne L. Goddard, Lindsay Ammirante & Ning Jin. (2022) A Thematic Review of Current Literature Examining Evidence-Based Practices and Inclusion. Education Sciences 13:1, pages 38.
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Mabel O. Rivera & Glennda K. McKeithan. (2022) Progress Monitoring of Language Acquisition and Academic Content for English Learners. Learning Disabilities Research & Practice 37:3, pages 216-225.
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