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International Journal of Disability, Development and Education Volume 63, 2016 - Issue 5
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Articles

Professional Development and Learning by General Teachers Implementing Functional Behavioural Assessment in Thai Inclusive Classrooms

Watinee OpartkiattikulFaculty of Education, Department of Educational Research and Pscyhology, Chulalongkorn University, Bangkok, ThailandCorrespondence[email protected]
,
Michael Arthur-KellyCentre for Special Education and Disability Studies, University of Newcastle, Newcastle, Australia
&
Ian DempseyCentre for Special Education and Disability Studies, University of Newcastle, Newcastle, Australia
Pages 545-564 | Published online: 04 Mar 2016

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Thi Quynh Ni Pham, Michael Arthur-Kelly, Judith Foggett & Gordon Lyons. (2023) Outcomes of Teacher Professional Development and Learning in Addressing Challenging Behaviour in Vietnamese Students with Intellectual Disability: A Pilot Study. International Journal of Disability, Development and Education 70:4, pages 471-489.
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Eisuke Saito. (2023) Collateral damage in education: implications for the time of COVID-19. Discourse: Studies in the Cultural Politics of Education 44:1, pages 45-60.
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Articles from other publishers (1)

Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik & Kris Sundarsagar. (2022) Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map. Campbell Systematic Reviews 18:4.
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