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Cambridge Journal of Education Volume 49, 2019 - Issue 2
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Articles

Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis

Bridget RoddenSchool of Education, University College Dublin, Dublin, IrelandORCID Iconhttp://orcid.org/0000-0001-8151-8853
ORCID Icon,
Paula PrendevilleSchool of Education, University College Dublin, Dublin, IrelandCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-0830-9817
ORCID Icon,
Sheena BurkeSchool of Education, University College Dublin, Dublin, IrelandORCID Iconhttp://orcid.org/0000-0003-3705-9754
ORCID Icon &
William KinsellaSchool of Education, University College Dublin, Dublin, IrelandORCID Iconhttp://orcid.org/0000-0002-8134-597X
ORCID Icon
Pages 235-253 | Received 21 Feb 2018, Accepted 24 Jul 2018, Published online: 21 Sep 2018

Citations (10)

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Read on this site (3)

Dawa Dukpa, Suzanne Carrington & Sofia Mavropoulou. (2024) Bhutanese Teachers’ Views about the Inclusion of Students on the Autism Spectrum. International Journal of Disability, Development and Education 71:2, pages 251-269.
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Caitríona Finlay, William Kinsella & Paula Prendeville. (2022) The professional development needs of primary teachers in special classes for children with autism in the republic of Ireland. Professional Development in Education 48:2, pages 233-253.
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D. Dukpa, S. Carrington & S. Mavropoulou. (2021) Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum. International Journal of Inclusive Education 0:0, pages 1-24.
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Articles from other publishers (7)

Pål Arild Lagestad, May Line Rotvik Tverbakk, Anne Marit Valle & Natallia Badhanovich Hanssen. (2023) Teachers’ Experiences of Inclusion in Classroom Settings. Education Sciences 13:11, pages 1136.
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Amy Russell, Aideen Scriney & Sinéad Smyth. (2022) Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review. Review Journal of Autism and Developmental Disorders 10:3, pages 477-491.
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Chen Han & Therese M. Cumming. (2022) Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review. Review Journal of Autism and Developmental Disorders.
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Stuart Woodcock & Sandy Nicoll. (2022) “It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities. Psychology in the Schools 59:4, pages 765-783.
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Irene Gómez-Marí, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2022) Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review. Education Sciences 12:2, pages 138.
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Osvaldo Hernández GONZÁLEZ, Caroll Alejandra Schilling LARA, Rossana GÓMEZ-CAMPOS, Marco COSSIO-BOLAÑOS & Rosario Elena Spencer CONTRERAS. (2021) La Preparación de los Maestros para Estimular la Socialización De los Educandos con Autismo en Condiciones de Inclusión. Revista Brasileira de Educação Especial 27.
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Oleksandr Kapranov. (2019) The Framing of a Preferred Variety of English by Pre-Service Primary School Teachers
of English as a Foreign Language. Anglica. An International Journal of English Studies:28/2, pages 117-139.
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