https://orcid.org/0000-0002-6046-5702
Citations (18)
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Dagmar Sedláčková, David Hampton & Jiří Kantor. (2024) A phenomenological study detailing the experiences with inclusive education in the Czech Republic for the pupil with congenital heart disease and acquired brain injury and his mother. Cogent Education 11:1.
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Jon Erik Finnvold & Therese Dokken. (2024) How school placement and parental social capital influence children’s perceptions of inclusion in school. A survey of Norwegian children with physical disabilities. European Journal of Special Needs Education 39:2, pages 219-234.
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Gill Rutherford. (2024) ‘He’s actually learning’: an Appreciative Inquiry story of a student with complex learning characteristics. Cambridge Journal of Education 54:1, pages 89-105.
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Ignacio Calderón-Almendros, Jesús J. Moreno-Parra & Eduardo S. Vila-Merino. (2022) Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education. International Journal of Inclusive Education 0:0, pages 1-14.
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Tansel Yazicioğlu & Halime Miray Sümer Dodur. Exploring parental experiences in inclusive education for children with intellectual disabilities. International Journal of Developmental Disabilities 0:0, pages 1-11.
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Articles from other publishers (13)
Sara M. Acevedo, Lydia X.Z. Brown & Jess L. Cowing. (2023) Visioning Alternatives to Segregated Education: A Disability Justice and Access-Centered Pedagogy Approach. Critical Sociology 50:3, pages 539-559.
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Philippa Mullins, Tigranuhi Hakobyan & Mara Harutyunyan. (2024) In conversation with normativity: Perceptions and disruptions of inclusive education in Armenia. Children and Youth Services Review 160, pages 107540.
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Yusuke Kusumi. (2022) Actualizing concept without language: a diffractive analysis of educational practice for children with disabilities with handmade manipulative materials in Japan. International Journal of Qualitative Studies in Education 37:4, pages 927-943.
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Zaruhi Harutyunyan & Anush Margaryan. (2024) THE ANALYSIS OF POSTURAL DYSFUNCTION OF CHILDREN WITH CEREBRAL PALSY IN ELEMENTARY SCHOOLS FROM THE OCCUPATIONAL THERAPY PERSPECTIVE. Armenian Journal of Special Education 8:1, pages 76-87.
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Jaime Muñoz-Arteaga, Gabriela Citlalli López-Torres & Ángel Eduardo Muñoz-Zavala. (2023) An Agile Learning Methodology to Support Inclusive Education. Edutec. Revista Electrónica de Tecnología Educativa:86, pages 116-136.
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Bal Mazhar & Şule Tepetaş Cengiz Gülüzar. (2023) Inclusive education in the preschool period: A bibliometric mapping analysis. i-manager's Journal on School Educational Technology 19:1, pages 1.
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Kelley Johnson. 2023. Rights in Practice for People with a Learning Disability. Rights in Practice for People with a Learning Disability
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Ashnie Mahadew. 2023. Inclusion in Southern African Education. Inclusion in Southern African Education
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Ulrika Hallberg & Gunilla KlingbergUlrika Hallberg & Gunilla Klingberg. 2023. Children with Special Needs. Children with Special Needs
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Dagmar Sedláčková & Jiří Kantor. (2022) The Factors Important in Inclusive Education of the Pupil with Traumatic Brain Injury Identified on the Basis of the Lived Experience of His Mother. Education Research International 2022, pages 1-9.
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Dagmar Sedláčková & Jiří Kantor. (2022) Family Experiences with the Upbringing and Education of a Child with Congenital Malformations, Focusing on the Conditions of an Inclusive School Environment. Education Sciences 12:5, pages 362.
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Dagmar Sedláčková & Jiří Kantor. (2022) Lived Experiences of Learners With Cerebral Palsy Educated in Inclusive Classrooms in the Czech Republic. Frontiers in Education 6.
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Dagmar Sedláčková, Jiří Kantor, Pavlína Baslerová & Michal Růžička. 2021. Společné vzdělávání a role rodičů. Společné vzdělávání a role rodičů.