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International Journal of Inclusive Education Volume 19, 2015 - Issue 3
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Articles

An exploration into the support services for students with a mild intellectual disability

Poulomee DattaFaculty of Education and Arts, School of Education, Australian Catholic University, PO Box 456, Virginia, Queensland4014, AustraliaCorrespondence[email protected]
Pages 235-249 | Received 22 Apr 2013, Accepted 01 May 2014, Published online: 23 Jun 2014

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Read on this site (4)

Poulomee Datta & Iliana Skrebneva. (2021) Does the type of educational setting (mainstream or specialist schools) and degree of impairment (low vision or blindness) have any influence on self-concept?. International Journal of Inclusive Education 0:0, pages 1-18.
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Poulomee Datta & Joy Talukdar. (2017) The impact of support services on students’ test anxiety and/or their ability to submit assignments: a focus on vision impairment and intellectual disability. International Journal of Inclusive Education 21:2, pages 160-171.
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Amrita Kaur, Mohammad Noman & Rosna Awang-Hashim. (2016) Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: a case study. International Journal of Inclusive Education 20:5, pages 474-485.
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Thabo Makhalemele & Mirna Nel. (2016) Challenges experienced by district-based support teams in the execution of their functions in a specific South African province. International Journal of Inclusive Education 20:2, pages 168-184.
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Articles from other publishers (2)

Vasilis Strogilos & Elias Avramidis. 2017. The Wiley Handbook of Diversity in Special Education. The Wiley Handbook of Diversity in Special Education 87 113 .
Poulomee Datta & Carolyn Palmer. (2015) Insights Into the Support Services for Students With Vision Impairment. Australasian Journal of Special Education 39:02, pages 143-158.
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