Citations (29)
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Emilie Chevallier-Rodrigues, Florence Savournin, Amélie Courtinat-Camps, Emmanuelle Brossais & Myriam de Léonardis. (2022) Being different or similar? An exploration of inclusive education from the point of view of French adolescents. Disability & Society 37:10, pages 1568-1590.
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Sina Schürer & Stefanie van Ophuysen. (2022) Relationship between group cohesion and social participation of pupils with learning and behavioural difficulties. European Journal of Special Needs Education 37:5, pages 866-881.
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Mirella Zanobini & Paola Viterbori. (2022) Students’ well-being and attitudes towards inclusion. European Journal of Special Needs Education 37:4, pages 679-689.
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Lishuai Jia, Run Tan & Marina Santi. (2022) Teachers’ understanding of inclusive education: comparing perspectives in China and Italy. Asia Pacific Journal of Education 0:0, pages 1-13.
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Lucia Donata Nepi, Marta Ciappelli, Carlotta Rossi, Francesco Viliani & Andrea Peru. (2021) Guess who’s coming to dinner: an experimental investigation on primary and secondary school pupils’ social attitudes. International Journal of Inclusive Education 25:3, pages 362-376.
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Eleni Dimitrellou & Jane Hurry. (2019) School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity. European Journal of Special Needs Education 34:3, pages 312-326.
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Mirella Zanobini, Paola Viterbori, Valentina Garello & Roberta Camba. (2018) Parental satisfaction with disabled children’s school inclusion in Italy . European Journal of Special Needs Education 33:5, pages 597-614.
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Joanne Banks, Selina McCoy & Denise Frawley. (2018) One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools. European Journal of Special Needs Education 33:3, pages 396-411.
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Elias Avramidis, Georgia Avgeri & Vasilis Strogilos. (2018) Social participation and friendship quality of students with special educational needs in regular Greek primary schools. European Journal of Special Needs Education 33:2, pages 221-234.
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Articles from other publishers (20)
Bettina F. Piko & Réka Dudok. (2023) Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD). Children 10:11, pages 1741.
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Christopher Boyle, Kelly-Ann Allen, Rachel Bleeze, Bonnie Bozorg & Kayla Sheridan. 2023. New Research and Possibilities in Wellbeing Education. New Research and Possibilities in Wellbeing Education
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Anies Al-Hroub & Nidal JouniNidal Jouni & Anies Al-Hroub. 2023. School Inclusion in Lebanon. School Inclusion in Lebanon
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Anies Al-Hroub & Nidal JouniAnies Al-Hroub & Nidal Jouni. 2023. School Inclusion in Lebanon. School Inclusion in Lebanon
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Anies Al-Hroub & Nidal JouniNidal Jouni & Anies Al-Hroub. 2023. School Inclusion in Lebanon. School Inclusion in Lebanon
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Mirella Zanobini, Paola Viterbori & Maria Carmen Usai. 2023. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Jennifer Stephenson & Rahul Ganguly. (2021)
Analysis and Critique of the Advocacy Paper
Towards Inclusive Education: A Necessary Process of Transformation
. Australasian Journal of Special and Inclusive Education 46:1, pages 113-126.
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Bianka Kármán, Ágota Szekeres & Gabriella Papp. (2021) Interventions for acceptance and inclusion of people with intellectual disability: A systematic review. Journal of Applied Research in Intellectual Disabilities 35:3, pages 641-654.
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Sina Schürer, Stefanie van Ophuysen & Sophie Marticke. (2022) Sind schwache Leistung und auffälliges Verhalten immer ein Risiko für gelingende Partizipation? Zur Rolle von Kontext und KlassenkohäsionAre low achievement and behavior problems always a risk for successful participation? The role of context and class cohesion. Zeitschrift für Grundschulforschung 15:1, pages 101-118.
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Mirella Zanobini, Paola Viterbori & Maria Carmen Usai. 2020. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Katja Sutela, Juha Ojala & Marko Kielinen. (2020) Developing agency through music and movement. Research Studies in Music Education 43:2, pages 195-211.
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Nancy Rodriguez & Émilie Chevallier-Rodrigues. (2021) Orientation scolaire et expérience d’une scolarisation inclusive : entre possibles et désillusions. Paroles d’une enfant de 11 ansSchooling orientation and inclusive experience: Between possibilities and disillusions. A 11-year-old female child words. L’Orientation scolaire et professionnelle:50/2, pages 311-334.
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Dario Ianes, Heidrun Demo & Silvia Dell’Anna. (2020) Inclusive education in Italy: Historical steps, positive developments, and challenges. PROSPECTS 49:3-4, pages 249-263.
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E. Chevallier-Rodrigues, A. Courtinat-Camps & M. de Léonardis. (2020) Relation entre parcours scolaire et représentations de soi chez des élèves en situation de handicap : rôle modérateur du sens de l’expérience scolaire sur cette relation. Psychologie Française 65:2, pages 157-172.
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Björn Kröske. (2020) Schulisches Wohlbefinden, Zugehörigkeit und Unterstützung bei Schülerinnen und Schülern im gemeinsamen Unterricht der Sekundarstufe ISchool well-being, social affiliation and perceived support for students in inclusive secondary education. Unterrichtswissenschaft 48:2, pages 243-272.
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Rachel Sermier Dessemontet. 2020. Accessibilité et participation sociale. Accessibilité et participation sociale
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Cynthia Pinto, Ed Baines & Ioanna Bakopoulou. (2018) The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers. British Journal of Educational Psychology 89:4, pages 818-837.
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Manuela Sanches-Ferreira, Silvia Alves, Monica Silveira-Maia, Manuela Gomes, Barbara Santos & Pedro Lopes-dos-Santos. (2019) Participation in Leisure Activities as an Indicator of Inclusion: A comparison between Children with and without Disabilities in Portugal. European Journal of Educational Research 8:1, pages 221-232.
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Elias Avramidis, Vasilis Strogilos, Katerina Aroni & Christina Thessalia Kantaraki. (2017) Using sociometric techniques to assess the social impacts of inclusion: Some methodological considerations. Educational Research Review 20, pages 68-80.
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L. D. Nepi, J. Fioravanti, P. Nannini & A. Peru. (2015) Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education 42:3, pages 319-337.
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