Citations (21)
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David Paulsrud & Claes Nilholm. (2023) Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education 27:4, pages 541-555.
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Anastasia Toulia, Vasilis Strogilos & Elias Avramidis. (2023) Peer tutoring as a means to inclusion: a collaborative action research project. Educational Action Research 31:2, pages 213-229.
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Elena Anastasiou & Christina Hajisoteriou. (2022) Enhancing inclusion through the collective activity of collaboration: a cultural historical activity theory perspective. Research Papers in Education 37:2, pages 275-301.
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Teresa Iacono, Oriane Landry, Ana Garcia-Melgar, Jo Spong, Nerida Hyett, Kerryn Bagley & Carol McKinstry. (2021) A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability. International Journal of Inclusive Education 0:0, pages 1-15.
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Vasilis Strogilos, Eleni Tragoulia, Elias Avramidis, Anastasia Voulagka & Vasiliki Papanikolaou. (2017) Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society 32:8, pages 1216-1238.
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Stuart Woodcock & Ian Hardy. (2017) Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion. International Journal of Inclusive Education 21:6, pages 667-686.
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Vasilis Strogilos, Abraham Stefanidis & Eleni Tragoulia. (2016) Co-teachers’ attitudes towards planning and instructional activities for students with disabilities. European Journal of Special Needs Education 31:3, pages 344-359.
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Sarah McGillicuddy & Grainne M. O'Donnell. (2014) Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland. International Journal of Inclusive Education 18:4, pages 323-344.
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Articles from other publishers (13)
Sofia Chatzigeorgiadou & Asimina Barouta. (2021) General and Special Early Childhood Educators’ Attitudes Towards Co-teaching as a Means for Inclusive Practice. Early Childhood Education Journal 50:8, pages 1407-1416.
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Abdullah ÇİFTÇİ & Bahaddin DEMİRDİŞ. (2022) Primary School Teachers’ Perception on the role of ICT in Collaboration in England/ İngiltere'de İlkokul Öğretmenlerinin Bilgi İletişim Teknolojilerinin (BİT) İşbirliğindeki Rolüne İlişkin AlgısıPrimary School Teachers’ Perception on the role of ICT in Collaboration in England/ İngiltere'de İlkokul Öğretmenlerinin Bilgi İletişim Teknolojilerinin (BİT) İşbirliğindeki Rolüne İlişkin Algısı. Nitel Sosyal Bilimler 4:1, pages 19-32.
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Irene Gómez-Marí, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2022) Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review. Education Sciences 12:2, pages 138.
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Hanin Bukamal. 2022. Global Perspectives on Teacher Performance Improvement. Global Perspectives on Teacher Performance Improvement
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Stuart Woodcock & Ian Hardy. (2017) Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research 83, pages 43-54.
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Tryfon Mavropalias & Dimitris Anastasiou. (2016) What does the greek model of parallel support have to say about co-teaching?. Teaching and Teacher Education 60, pages 224-233.
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Nidhi Singal & Nithi Muthukrishna. 2016. Disability in the Global South. Disability in the Global South
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Eleni Morfidi & Anastasia P. Samaras. (2015) Examining Greek Special Education Teachers’ Individual and Collaborative Teaching Experiences. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 38:4, pages 347-363.
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Aristea Fyssa & Anastasia Vlachou. (2015) Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms. Journal of Early Intervention 37:3, pages 190-207.
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Vasilis Strogilos & Eleni Tragoulia. (2013) Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher Education 35, pages 81-91.
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