Citations: A Case Study of a Parents' Self-advocacy Group in Malta. The Concepts of 'Inclusion, Exclusion and Disabling Barriers' are Analysed in the Relationship that Parents have with Professionals

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Melissa Cain, Melissa Fanshawe & Polly Goodwin. (2021) ‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education. International Journal of Inclusive Education 0:0, pages 1-19.
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Nick Hodge & Katherine Runswick‐Cole. (2008) Problematising parent–professional partnerships in education. Disability & Society 23:6, pages 637-647.
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Reena Sen & Juliet Goldbart. (2005) Partnership in Action: Introducing family‐based intervention for children with disability in urban slums of Kolkata, India. International Journal of Disability, Development and Education 52:4, pages 275-311.
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Kelly Chandler-Olcott & Paula M. Kluth. (2008) “Mother's Voice Was the Main Source of Learning”: Parents' Role in Supporting the Literacy Development of Students with Autism. Journal of Literacy Research 40:4, pages 461-492.
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A Case Study of a Parents' Self-advocacy Group in Malta. The Concepts of 'Inclusion, Exclusion and Disabling Barriers' are Analysed in the Relationship that Parents have with Professionals

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A Case Study of a Parents' Self-advocacy Group in Malta. The Concepts of 'Inclusion, Exclusion and Disabling Barriers' are Analysed in the Relationship that Parents have with Professionals

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