Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia

Umesh SharmaFaculty of Education, Monash University, Clayton, AustraliaCorrespondence[email protected]
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Christine GrovéFaculty of Education, Monash University, Clayton, AustraliaView further author information

Stella LaletasFaculty of Education, Monash University, Clayton, AustraliaView further author information

Rashmi RangarajanFaculty of Education, Monash University, Clayton, AustraliaView further author information

Simon FinkelsteinFaculty of Education, Monash University, Clayton, AustraliaView further author information

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Márcia Laranjeira, Maria Odília Teixeira, Magda Sofia Roberto & Umesh Sharma. (2023) Measuring teachers’ attitudes and intentions towards inclusion: Portuguese validation of Attitudes to Inclusion Scale (AIS) and Intention to Teach in Inclusive Classroom Scale (ITICS). European Journal of Special Needs Education 38:3, pages 408-423.
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Miroslav Bielik, Lenka Ďulíková, Olha Rotko & Nataliia Voronska. (2022) Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study. European Education 54:3-4, pages 83-101.
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Christine Grové & Stella Laletas. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education 233 242 .

Lidon Moliner, Francisco Alegre & Gil Lorenzo-Valentín. (2022) Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School. Mathematics 10:13, pages 2360.
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Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia

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Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia

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