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Review Article
How is inclusion defined on the early childhood level in China, Germany and the UK: a systematic literature review
Run Tana Department of Empirical Educational Research, University of Konstanz, Konstanz, GermanyCorrespondence[email protected]
https://orcid.org/0000-0002-3515-788X
https://orcid.org/0000-0002-3515-788X, Chandrika Devarakondab Faculty of Education and Children’s Services, University of Chester, Chester, UKhttps://orcid.org/0000-0002-1179-8981
https://orcid.org/0000-0002-1179-8981 & Antje Rothec Special Education Department, Leibniz University Hanover, Hanover, Germanyhttps://orcid.org/0000-0002-6961-4153
https://orcid.org/0000-0002-6961-4153