Citations (21)
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Danica Vasiljević-Prodanović, Željko Krneta & Zagorka Markov. (2023) Cooperation between Preschool Teachers and Parents from the Perspective of the Developmental Status of the Child. International Journal of Disability, Development and Education 70:5, pages 688-704.
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Simoni Symeonidou, Eleni Loizou & Susan Recchia. (2023) The inclusion of children with disabilities in early childhood education: interdisciplinary research and dialogue. European Early Childhood Education Research Journal 31:1, pages 1-7.
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Aristea Fyssa, Maria Tsakiri & Stella Mouroutsou. (2023) Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators. European Early Childhood Education Research Journal 31:1, pages 34-50.
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Simoni Symeonidou & Eleni Loizou. (2023) Bridging early childhood education and inclusive practices in classrooms that serve children with disabilities: a narrative portrait. European Early Childhood Education Research Journal 31:1, pages 92-105.
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Johanna Lundqvist. (2023) Putting preschool inclusion into practice: a case study. European Journal of Special Needs Education 38:1, pages 95-109.
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Margus Pedaste, Äli Leijen, Tiina Kivirand, Pille Nelis & Liina Malva. (2021) School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice. International Journal of Inclusive Education 0:0, pages 1-17.
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Athanasios Koutsoklenis & Vassilios Papadimitriou. (2021) Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education 0:0, pages 1-16.
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Vasilis Strogilos, Elias Avramidis, Anastasia Voulagka & Eleni Tragoulia. (2020) Differentiated instruction for students with disabilities in early childhood co-taught classrooms: types and quality of modifications. International Journal of Inclusive Education 24:4, pages 443-461.
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Nina Klang, Kerstin Göransson, Gunilla Lindqvist, Claes Nilholm, Susanne Hansson & Karin Bengtsson. (2020) Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings. International Journal of Disability, Development and Education 67:2, pages 151-166.
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Halis Sakız. (2017) Impact of an inclusive programme on achievement, attendance and perceptions towards the school climate and social-emotional adaptation among students with disabilities. Educational Psychology 37:5, pages 611-631.
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Articles from other publishers (11)
Anastasia Vlachou, Aristea Fyssa, Filippos Papazis, Anastasia Toulia, Theodora Papazoglou, Lia Tsermidou & Stavroula Kalaitzi. (2023) The educational and psychosocial needs of students with additional provisions during COVID-19 in Greece: Parents’ perspectives against schools’ crisis management. Research in Developmental Disabilities 143, pages 104638.
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Ilias Vasileiadis, Ioanna Dimitriadou & Spyros Koutras. 2023. Childhood Developmental Language Disorders. Childhood Developmental Language Disorders
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Peter JO Aloka. (2023) Teacher Buoyancy in Managing Learners in Diverse Classrooms: An Integrative Review of Literature. Journal of Educational Studies 2023:si1, pages 312-326.
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Elizabeth A. Steed, Alissa Rausch, Phil S. Strain, Ellie Bold & Nancy Leech. (2022) High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel. Topics in Early Childhood Special Education 43:2, pages 142-155.
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Olga Lyra, Kyriaki Koullapi & Eirini Kalogeropoulou. (2023) Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece. Heliyon 9:5, pages e16332.
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Simoni Symeonidou. (2022) Unpacking ableist discourses in Cypriot education policy during the pandemic. European Educational Research Journal, pages 147490412211178.
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Jane Warren, Elena P. Soukakou, John Forster, Lai-Thin Ng & Evdoxia Nteropoulou-Nterou. (2021) Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia. Australasian Journal of Special and Inclusive Education 45:2, pages 164-177.
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Tobias Buchner, Michael Shevlin, Mary‐Ann Donovan, Magdalena Gercke, Harald Goll, Jan Šiška, Kristýna Janyšková, Joanna Smogorzewska, Grzegorz Szumski, Anastasia Vlachou, Heidrun Demo, Ewald Feyerer & Deirdre Corby. (2020) Same Progress for All? Inclusive Education, the United Nations Convention on the Rights of Persons With Disabilities and Students With Intellectual Disability in European Countries. Journal of Policy and Practice in Intellectual Disabilities 18:1, pages 7-22.
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Hailey R. Love & Eva Horn. (2019) Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education. Topics in Early Childhood Special Education 40:4, pages 204-216.
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Johanna Lundqvist. (2021) Ways to implement preschool inclusion: A multiple-case study. International Journal of Educational Research Open 2, pages 100097.
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Milene Ferreira, Cecília Aguiar, Nadine Correia, Margarida Fialho & Júlia Serpa Pimentel. (2019) Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage. Topics in Early Childhood Special Education 39:3, pages 183-195.
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