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European Journal of Special Needs Education Volume 33, 2018 - Issue 3
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Articles

One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools

Joanne BanksESRI, Dublin, IrelandCorrespondence[email protected]
,
Selina McCoyESRI, Dublin, Ireland
&
Denise FrawleyHigher Education Authority, Dublin, Ireland
Pages 396-411 | Received 17 Jan 2017, Accepted 24 Apr 2017, Published online: 17 May 2017

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Marta Aparicio Puerta, M. Tamara Polo Sánchez, Antonio Fernández-Castillo & José Miguel Contreras García. (2023) Adaptation and validation of an instrument for the evaluation of attitudes towards disability in early childhood education. European Early Childhood Education Research Journal 31:5, pages 772-783.
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Lidon Lashley. (2023) Stay in your lane experiences of children with Special Education Needs and/or Disabilities in two mainstream primary schools in Guyana. International Journal of Inclusive Education 27:8, pages 921-971.
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Selina McCoy, Michael Shevlin & Richard Rose. (2020) Secondary school transition for students with special educational needs in Ireland. European Journal of Special Needs Education 35:2, pages 154-170.
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Articles from other publishers (9)

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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Sepideh Hassani & Susanne Schwab. (2021) Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review. Frontiers in Education 6.
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Lisa Tometten, Anke Heyder & Ricarda Steinmayr. (2021) Links between teachers’ knowledge about special educational needs and students’ social participation and academic achievement in mainstream classes. Contemporary Educational Psychology 67, pages 102022.
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Yvonne Blumenthal & Stefan Blumenthal. (2021) Zur Situation von Grundschülerinnen und Grundschülern mit sonderpädagogischem Förderbedarf im Bereich emotionale und soziale Entwicklung im inklusiven Unterricht. Zeitschrift für Pädagogische Psychologie, pages 1-16.
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Thomas W. Farmer, Brittany I. Sterrett, Kate E. Norwalk, Chen-Chih Chen, Molly Dawes, Jill V. Hamm, David L. Lee & Adaline G. Farmer. (2021) Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model. Frontiers in Education 5.
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Joanne Banks. 2021. Resourcing Inclusive Education. Resourcing Inclusive Education 7 19 .
Nina Klang, Ingrid Olsson, Jenny Wilder, Gunilla Lindqvist, Niclas Fohlin & Claes Nilholm. (2020) A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms. Frontiers in Psychology 11.
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Zhongming Ge & Yueyun Zhang. (2019) Disability status and student outcomes over time in regular classrooms: Evidence from a national panel survey in China. Children and Youth Services Review 105, pages 104460.
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Tatiana Begotti, Maurizio Tirassa & Daniela Acquadro Maran. (2018) Pre-Service Teachers’ Intervention in School Bullying Episodes with Special Education Needs Students: A Research in Italian and Greek Samples. International Journal of Environmental Research and Public Health 15:9, pages 1908.
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