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Emotional and Behavioural Difficulties Volume 20, 2015 - Issue 4
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Articles

Differentiating instruction in co-taught classrooms for students with emotional/behaviour difficulties

Greg CondermanDepartment of Special and Early Education, Northern Illinois University, DeKalb, IL, USACorrespondence[email protected]
&
Laura HedinDepartment of Special and Early Education, Northern Illinois University, DeKalb, IL, USA
Pages 349-361 | Published online: 07 Nov 2014

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Read on this site (3)

Aino Laari, Suvi Lakkala & Satu Uusiautti. (2021) ‘For the whole grade’s common good and based on the student’s own current situation’: differentiated teaching and the choice of methods among Finnish teachers. Early Child Development and Care 191:4, pages 598-611.
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Alex Stanforth & Jo Rose. (2020) ‘You kind of don’t want them in the room’: tensions in the discourse of inclusion and exclusion for students displaying challenging behaviour in an English secondary school. International Journal of Inclusive Education 24:12, pages 1253-1267.
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Jo Rose, Alex Stanforth, Gwen Gilmore & Jill Bevan-Brown. (2018) “You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools. Emotional and Behavioural Difficulties 23:3, pages 270-283.
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Articles from other publishers (2)

Todd M. Johnson, Margaret E. King-Sears & Angela D. Miller. (2020) High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction. Learning Disability Quarterly 45:2, pages 96-107.
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Sommer C. Blair, Darien Collins & Kathleen B. Franke. 2020. School Behavioral Health. School Behavioral Health 47 58 .

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