https://orcid.org/0000-0002-1977-0246
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Patrícia Gamboa, Sofia Freire, Aurízia Anica, Maria João Mogarro, Maria Fátima Moreira & Francisco Vaz da Silva. (2024) Correlates of rejection by the peer group: a study comparing students with and without SEN. International Journal of Inclusive Education 28:4, pages 381-401.
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A. Emel Sardohan Yildirim, Zehra Atbaşi & Erkan Erol. (2024) The effect of peer-mediated skill generalisation activities on the social acceptance of individuals with special needs in Turkey. Education 3-13 52:2, pages 227-239.
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Marja Syrjämäki, Jyrki Reunamo, Henri Pesonen, Raija Pirttimaa & Elina Kontu. (2023) The involvement of autistic children in early childhood education. European Journal of Special Needs Education 38:6, pages 879-893.
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Jisun Lee & Katie Koo. (2022) ‘I was scared at first, but not anymore’: interpersonal contact and attitudes toward people with intellectual and developmental disabilities among Korean American adolescents and young adults. International Journal of Developmental Disabilities 68:5, pages 671-680.
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Ana Isabel González Contreras, David Pérez-Jorge, María del Carmen Rodríguez-Jiménez & Kathryn Bernadette-Lupson. (2021) Peer bullying in students aged 11 to 13 with and without special educational needs in Extremadura (Spain). Education 3-13 49:8, pages 945-956.
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Articles from other publishers (13)
Mustafa Han, Atike Yılmaz, Şevval Akaydın & Serdar Koç. (2024) Engelsiz Gençlik Kampına Katılan Öğretmenlerin Perspektifinden Fiziksel Aktiviteler Sırasındaki Akran Reddi. Akdeniz Spor Bilimleri Dergisi 7:1, pages 274-287.
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Sofia Freire, Cláudia Roçadas, Joana Pipa & Cecília Aguiar. (2024)
Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with
SEN
. British Educational Research Journal.
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Daniel Then & Sanna Pohlmann-Rother. (2024) Adaptivity in the inclusive transition to school. Frontiers in Education 8.
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Yael Tsafrir & Mușata Bocoș. (2023) Group-Inclusion for Students with Special Educational Needs in Mainstream Schools. Educatia 21:25, pages 212-222.
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Ilias Vasileiadis, Ioanna Dimitriadou & Spyros Koutras. 2023. Childhood Developmental Language Disorders. Childhood Developmental Language Disorders
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16
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Milja VujačićB.B. & Rajka ĐevićS.S.. (2023) Establishing friendly relations with primary school peers. Inovacije u nastavi 36:1, pages 54-69.
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Udeme Samuel Jacob & Jace Pillay. (2022) A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education. Frontiers in Education 7.
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Pilar Arnaiz-Sánchez, Remedios De Haro-Rodríguez, Salvador Alcaraz & Carmen Mª Caballero. (2022) Perceptions of the Educational Community on the Inclusion and Presence of Students with SEN in Mainstream Schools: A Mixed Study. Children 9:6, pages 886.
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Martina Berchiatti, Antonio Ferrer, Laura Galiana, Laura Badenes-Ribera & Claudio Longobardi. (2021) Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group. Child & Youth Care Forum 51:3, pages 515-537.
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David Pérez-Jorge, Eva Ariño-Mateo, Ana Isabel González-Contreras & María del Carmen Rodríguez-Jiménez. (2021) Evaluation of Diversity Programs in Higher Education Training Contexts in Spain. Education Sciences 11:5, pages 226.
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David Pérez-Jorge, María del Carmen Rodríguez-Jiménez, Eva Ariño-Mateo & Khairi José Sosa-Gutiérrez. (2021) Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities. Education Sciences 11:4, pages 187.
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V.N. Oslon, G.V. Semya, L.M. Prokopyeva & U.V. Kolesnikova. (2021) Structure of Subjective Well-being of Primary-School-Age Orphan Children with Disabilities Living in Orphanage Institutions and of Children Deprived of Parental Care. Psychology and Law Психология и право 11:3, pages 205-221.
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David Pérez-Jorge, María del Carmen Rodríguez-Jiménez, Ana Isabel González Contreras & Jorge Ruiz Ruiz. (2020) TEACHERS’ BELIEFS ABOUT BULLYING, ANALYSIS TO REORIENT TEACHER TRAINING. Humanities & Social Sciences Reviews 8:5, pages 294-306.
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