Citations (30)
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Read on this site (10)
Ali Alkeraida. (2023) Understanding teaching practices for inclusive participation of students with autism in Saudi Arabian primary schools. International Journal of Inclusive Education 27:14, pages 1559-1575.
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Caroline Sahli Lozano, Kathrin Brandenberg, Anne Sophie Ganz & Sergej Wüthrich. (2022) Accommodations, modifications, and special education interventions: influence on teacher expectations. Educational Research and Evaluation 27:5-8, pages 396-419.
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A. L. Gallagher, C. A. Murphy, P. F. Conway & A. Perry. (2021) Establishing premises for inter-professional collaborative practice in school: inclusion, difference and influence. Disability and Rehabilitation 43:20, pages 2909-2918.
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Panayiota Stavroussi, Eleni Didaskalou & Jennifer Greif Green. (2021) Are Teachers’ Democratic Beliefs about Classroom Life Associated with Their Perceptions of Inclusive Education?. International Journal of Disability, Development and Education 68:5, pages 627-642.
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Carlyn Mueller. (2019) Adolescent understandings of disability labels and social stigma in school. International Journal of Qualitative Studies in Education 32:3, pages 263-281.
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Cheri Chan & Margaret Lo. (2017) Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms. International Journal of Inclusive Education 21:7, pages 714-729.
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Jonna Pulkkinen & Markku Jahnukainen. (2016) Finnish reform of the funding and provision of special education: the views of principals and municipal education administrators. Educational Review 68:2, pages 171-188.
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Markku Jahnukainen & Tiina Itkonen. (2016) Tiered intervention: history and trends in Finland and the United States. European Journal of Special Needs Education 31:1, pages 140-150.
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Anastasia Vlachou, Eleni Didaskalou & Maria Kontofryou. (2015) Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices. European Journal of Special Needs Education 30:4, pages 551-564.
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Petra Engelbrecht, Hannu Savolainen, Mirna Nel & Olli-Pekka Malinen. (2013) How cultural histories shape South African and Finnish teachers’ attitudes towards inclusive education: a comparative analysis. European Journal of Special Needs Education 28:3, pages 305-318.
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Articles from other publishers (20)
Caroline Sahli Lozano, Sergej Wüthrich, Matthias Wicki & Kathrin Brandenberg. (2023) Soziale Selektivität bei der Vergabe der integrativen schulischen Maßnahmen reduzierte individuelle Lernziele, Nachteilsausgleich und integrative FörderungSocial selectivity in the allocation of curriculum modifications, accommodations and support from special education teachers. Zeitschrift für Erziehungswissenschaft 26:4, pages 997-1027.
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Kim Collett & Christopher Boyle. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education
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Kathrina Walther, Silvia Fränkel, Thomas Hennemann & Dennis C. Hövel. (2022) Challenges and opportunities of using a cooperative digital educational plan. Evaluation of the implementation. European Journal of Open, Distance and E-Learning 24:1, pages 73-86.
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Cathryn Knight & Tom Crick. (2021) The assignment and distribution of the dyslexia label: Using the UK Millennium Cohort Study to investigate the socio-demographic predictors of the dyslexia label in England and Wales. PLOS ONE 16:8, pages e0256114.
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Ines Alves, Paula Campos Pinto & Teresa Janela Pinto. (2020) Developing inclusive education in Portugal: Evidence and challenges. PROSPECTS 49:3-4, pages 281-296.
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Andrew Bills, David Armstrong & Nigel Howard. (2019) Scaled-up ‘safety-net’ schooling and the ‘wicked problem’ of educational exclusion in South Australia: problem or solution?. The Australian Educational Researcher 47:2, pages 239-261.
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Phillip Neumann & Birgit Lütje-Klose. 2020. Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen. Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen
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Fiona Hallett. 2020. The Palgrave Handbook of Citizenship and Education. The Palgrave Handbook of Citizenship and Education
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Aoife L. Gallagher, Carol‐Anne Murphy, Paul Conway & Alison Perry. (2019) Consequential differences in perspectives and practices concerning children with developmental language disorders: an integrative review. International Journal of Language & Communication Disorders 54:4, pages 529-552.
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Britt Tatman Ferguson, Suzanne Evans & Nilsa J. Thorsos. 2019. Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes. Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes
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Ines F. Alves. 2018. Critical Analyses of Educational Reforms in an Era of Transnational Governance. Critical Analyses of Educational Reforms in an Era of Transnational Governance
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Tinatin Tchintcharauli & Nino Javakhishvili. (2017) Inclusive education in Georgia: current trends and challenges. British Journal of Special Education 44:4, pages 465-483.
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David Armstrong. (2017) Wicked problems in special and inclusive education. Journal of Research in Special Educational Needs 17:4, pages 229-236.
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Samantha Parsons & Lucinda Platt. (2017) The early academic progress of children with special educational needs. British Educational Research Journal 43:3, pages 466-485.
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Ivana Cimermanová. (2017) English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties. Journal of Language and Cultural Education 5:1, pages 20-38.
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Philip Garner & Fiona Forbes. (2015)
An ‘at-risk’ curriculum for ‘at-risk’ students? Special educational needs and disability in the new
Australian Curriculum
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Jennifer Spratt & Lani Florian. 2014. Measuring Inclusive Education. Measuring Inclusive Education
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Kathleen A. Wilcox, Elizabeth Murakami‐Ramalho & Angela Urick. (2011) Just‐in‐time pedagogy: teachers' perspectives on the response to intervention framework. Journal of Research in Reading 36:1, pages 75-95.
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Ginny Russell & Brahm Norwich. (2012) Dilemmas, diagnosis and de-stigmatization: Parental perspectives on the diagnosis of autism spectrum disorders. Clinical Child Psychology and Psychiatry 17:2, pages 229-245.
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