Citations (23)
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Helena Reis, Alexandra Silva, Bruna Simões, Joana Moreira, Patrícia Dias & Maria Dixe. (2022) Preschool Children’s Attitudes Towards Their Peers with Special Needs. International Journal of Disability, Development and Education 69:6, pages 1963-1973.
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Nataša Pantić. (2021) Teachers’ Reflection on their Agency for Change (TRAC): a tool for teacher development and professional inquiry. Teacher Development 25:2, pages 136-154.
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Tawanda Majoko. (2019) Inclusion of children experiencing parental separation and divorce in mainstream early childhood development in Zimbabwe. Early Child Development and Care 189:2, pages 301-317.
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Tawanda Majoko. (2017) Mainstream Early Childhood Education teacher preparation for inclusion in Zimbabwe. Early Child Development and Care 187:11, pages 1649-1665.
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Nataša Pantić & Lani Florian. (2015) Developing teachers as agents of inclusion and social justice. Education Inquiry 6:3.
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John Parry, Jonathan Rix, Kieron Sheehy & Katy Simmons. (2013) The Journey Travelled: A View of Two Settings a Decade Apart. British Journal of Educational Studies 61:4, pages 385-399.
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Rosa Valls & Leonidas Kyriakides. (2013) The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education 43:1, pages 17-33.
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Kristine Black-Hawkins & Lani Florian. (2012) Classroom teachers’ craft knowledge of their inclusive practice. Teachers and Teaching 18:5, pages 567-584.
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D.M. Burton, S.J. Bartlett & R. Anderson de Cuevas. (2009) Are the contradictions and tensions that have characterised educational provision for young people with behavioural, emotional and social difficulties a persistent feature of current policy?. Emotional and Behavioural Difficulties 14:2, pages 141-155.
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Articles from other publishers (14)
Tinashe Fradreck Mavezera, Annah Dudu & Tawanda Majoko. 2024. Handbook of Research on Inclusive and Accessible Education. Handbook of Research on Inclusive and Accessible Education
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Helen Curran. (2019) ‘The SEND Code of Practice has given me clout’: a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms. British Journal of Special Education 46:1, pages 76-93.
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Helen Benstead. (2019) Exploring the relationship between social inclusion and special educational needs: mainstream primary perspectives. Support for Learning 34:1, pages 34-53.
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Emina Hebib, Radovan Antonijević & Marija Ratković. (2019) The development of inclusive school practice: Characteristics and requirements. Nastava i vaspitanje 68:3, pages 315-329.
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Tawanda Majoko. (2018) Zimbabwean General Education Preschool Teacher Needs in Inclusion. SAGE Open 8:2, pages 215824401877756.
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Elia Vázquez-Varela. (2017) Fiabilidad y validez del cuestionario EVADIE: Diferencias por género, edad y antigüedad || Reliability and validity of EVADIE questionnaire: Differences by gender, age and seniority. Revista de Estudios e Investigación en Psicología y Educación 4:2, pages 89-98.
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Mpho Otukile‐Mongwaketse, Boitumelo Mangope & Ahmed Bawa Kuyini. (2014)
Teachers' understandings of curriculum adaptations for learners with learning difficulties in primary schools in
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otswana: issues and challenges of inclusive education
. Journal of Research in Special Educational Needs 16:3, pages 169-177.
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Rolf Werning. (2014) Stichwort: Schulische InklusionInclusive schooling. Zeitschrift für Erziehungswissenschaft 17:4, pages 601-623.
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Federico R. Waitoller & Alfredo J. Artiles. (2013) A Decade of Professional Development Research for Inclusive Education. Review of Educational Research 83:3, pages 319-356.
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Federico R. Waitoller & Elizabeth B. Kozleski. (2013) Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education 31, pages 35-45.
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Judith Hollenweger. (2011) Development of an ICF-based eligibility procedure for education in Switzerland. BMC Public Health 11:S4.
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Sue Pearson, Phil Scott & David Sugden. (2010) Applying metaphors for learning to continuing professional development (CPD), in the context of a course for Special Educational Needs Coordinators (SENCOs). Journal of Research in Special Educational Needs 11:1, pages 42-54.
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Felicity Armstrong. (2010) Handicap et politique : la lutte pour l’éducation inclusive en Angleterre à l’ère de la mondialisation. Alter 4:4, pages 302-312.
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Alan Dyson & Frances Gallannaugh. (2008) Disproportionality in Special Needs Education in England. The Journal of Special Education 42:1, pages 36-46.
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