Citations (45)
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Read on this site (10)
Denisa Denglerová, Jan Kalenda, Radim Šíp & Markéta Košatková. (2022) Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020. International Journal of Inclusive Education 0:0, pages 1-18.
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Xiao Qu. (2022) A critical realist model of inclusive education for children with special educational needs and/or disabilities. International Journal of Inclusive Education 26:10, pages 1008-1022.
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Xiao Qu. (2022) Chinese teachers’ views of educational exclusion of children with disabilities in relation to equality. International Journal of Inclusive Education 26:1, pages 27-40.
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Mickaël Jury, Kamilla Khamzina, Anne-Laure Perrin, Natacha Serour & Emmanuel Guichardaz. (2021) What does the French public think about inclusive education?. Journal of Intellectual & Developmental Disability 46:4, pages 362-369.
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Cristina Petreñas, Ignasi Puigdellívol & Andrea Jardí. (2021) Do educational support policies always favour overcoming inequalities? The situation in Spain. Disability & Society 36:8, pages 1308-1331.
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Silvia Dell’Anna, Marta Pellegrini & Dario Ianes. (2021) Experiences and learning outcomes of students without special educational needs in inclusive settings: a systematic review. International Journal of Inclusive Education 25:8, pages 944-959.
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Frank Hellmich, Fabian Hoya, Jan Roland Schulze & Eva Blumberg. (2021) Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons. International Journal of Inclusive Education 0:0, pages 1-15.
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Dorys Soledad Sabando Rojas, Ignasi Puigdellívol Aguadé & Mercedes Torrado Fonseca. (2021) Inclusive education and academic performance in Catalan public schools. International Journal of Inclusive Education 0:0, pages 1-18.
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Tammy Bachrach. (2021) Venturing outside the Bounds of IDEIA in Search of Inclusive Christian Education: An Autoethnographic Account. Journal of Research on Christian Education 30:1, pages 4-19.
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Susanne Schwab, Tanja Wimberger & Christoforos Mamas. (2019) Fostering Social Participation in Inclusive Classrooms of Students who are Deaf. International Journal of Disability, Development and Education 66:3, pages 325-342.
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Articles from other publishers (35)
Mahmut Serkan Yazıcı. (2023) Examining the Views of Teachers and Parents About Autism Awareness in a Rural Inclusive Elementary School. Advances in Neurodevelopmental Disorders.
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Shonisani Agnes Mulovhedzi, Nkhensani Susan Thuketana & Takalani Rhodah Luhalima. 2023. Handbook of Research on Shifting Paradigms of Disabilities in the Schooling System. Handbook of Research on Shifting Paradigms of Disabilities in the Schooling System
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Catriona Windsor, Tingwei Zhang, Nathan J. Wilson, Katrina Blyth, Natalie Ballentine & Renée Speyer. (2023) Psychosocial‐behavioural interventions for school‐aged children with intellectual disabilities: A systematic review of randomised control trials. Journal of Applied Research in Intellectual Disabilities 36:3, pages 458-485.
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Tülay Şenel Çoruhlu, Muammer Çalık, Sibel Er Nas & Büşra Bilgin. (2023) IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES. Journal of Baltic Science Education 22:2, pages 323-336.
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Andrea Ruppar, Jennifer Kurth, Sarah Bubash & Elissa Lockman Turner. (2022) A Framework for Preparing to Teach Students With Extensive Support Needs in the 21st Century. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 46:1, pages 26-43.
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S. V. Vlasova. (2022) Inclusive education in the Republic of Belarus. Professional education in the modern world 12:3, pages 439-448.
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Todd H. Sundeen. (2022) Preparing for Increasing Inclusion in Rural Schools: A University and Rural Educational Service Agency Collaboration. Rural Special Education Quarterly 41:4, pages 227-241.
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Gamal Cerda-Etchepare, Carlos Pérez-Wilson, Estívaliz Aragón-Mendizabal & Noemí Serrano-Díaz. (2022) Necesidades educativas especiales en contextos vulnerables: incidencia de la convivencia escolar sobre el desempeño académico. Revista Colombiana de Educación:86, pages 171-192.
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Ghaleb H. Alnahdi, Katharina-Theresa Lindner & Susanne Schwab. (2022) Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion. Frontiers in Psychology 13.
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Umesh Sharma, Stuart Woodcock, Fiona May & Pearl Subban. (2022) Examining Parental Perception of Inclusive Education Climate. Frontiers in Education 7.
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Grant Coke, PhD Monique J.. (2021) Critical Review of Teaching and Learning Methodologies for Learners with Special Educational Needs in the 21st Century and Beyond. Journal of Child and Adolescent Psychiatry 1:2, pages 15-58.
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Ayse Kart & Mehmet Kart. (2021) Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature. Education Sciences 11:1, pages 16.
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Zukhra Bisseneva. 2021. Inclusive Education in a Post-Soviet Context. Inclusive Education in a Post-Soviet Context
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Laura Arcangeli, Alice Bacherini, Cristina Gaggioli, Moira Sannipoli & Giulia Balboni. (2020) Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy:
The Relevance of Being Teachers. International Journal of Environmental Research and Public Health 17:19, pages 7325.
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Laura Stelitano, Jennifer Lin Russell & Laura E. Bray. (2019) Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools. American Educational Research Journal 57:2, pages 535-575.
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Jennifer A. Kurth, Andrea L. Ruppar, Samantha Gross Toews, Katie M. McCabe, Jessica A. McQueston & Russell Johnston. (2019) Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements. Research and Practice for Persons with Severe Disabilities 44:1, pages 3-19.
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Devadrita Talapatra, Andrew T. Roach, Kris Varjas, David E. Houchins & Daniel B. Crimmins. (2019) Transition services for students with intellectual disabilities: School psychologists’ perceptions. Psychology in the Schools 56:1, pages 56-78.
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Susanne Schwab, Umesh Sharma & Tim Loreman. (2018) Are we included? Secondary students' perception of inclusion climate in their schools. Teaching and Teacher Education 75, pages 31-39.
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Srikala Naraian & Sarah Schlessinger. (2018) Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms. Teaching and Teacher Education 71, pages 179-189.
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Sharon Malki & Tomer Einat. (2017) To include or not to include—This is the question: Attitudes of inclusive teachers toward the inclusion of pupils with intellectual disabilities in elementary schools. Education, Citizenship and Social Justice 13:1, pages 65-80.
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Devadrita Talapatra, Andrew T. Roach, Kris Varjas, David E. Houchins & Daniel B. Crimmins. (2017) Promoting School Psychologist Participation in Transition Services Using the TPIE Model. Contemporary School Psychology 22:1, pages 18-29.
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. 2018. Language Disorders from Infancy Through Adolescence. Language Disorders from Infancy Through Adolescence
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Mehmet Toran, Damla Etgüer & Özge Ünsever. (2017) Investigation of the Parents’ Perceptions towards Children with Special Needs. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 4:3, pages 15-30.
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Sivia Barnoy, Anna Biton & Michal Itzhaki. (2017) Social Inclusion of Children With Down Syndrome: Jewish and Muslim Mothers' Knowledge, Attitudes, Beliefs, and Behavioral Intentions. Journal of Pediatric Nursing 35, pages 50-56.
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Melody B. Musgrove. (2017) Education Policy's Critical Role in Improving the Futures of Individuals With Disabilities. Inclusion 5:2, pages 136-148.
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Grzegorz Szumski, Joanna Smogorzewska & Maciej Karwowski. (2017) Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review 21, pages 33-54.
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Mary E. Morningstar, Jennifer A. Kurth & Paul E. Johnson. (2016) Examining National Trends in Educational Placements for Students With Significant Disabilities. Remedial and Special Education 38:1, pages 3-12.
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Jeong Hoon Choi, Jessica M. Meisenheimer, Amy B. McCart & Wayne Sailor. (2016) Improving Learning for All Students Through Equity-Based Inclusive Reform Practices. Remedial and Special Education 38:1, pages 28-41.
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Christoph Steinert, Tilman Steinert, Erich Flammer & Susanne Jaeger. (2016) Impact of the UN convention on the rights of persons with disabilities (UN-CRPD) on mental health care research - a systematic review. BMC Psychiatry 16:1.
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Jennifer A. Kurth, Kristin J. Lyon & Karrie A. Shogren. (2015) Supporting Students With Severe Disabilities in Inclusive Schools. Research and Practice for Persons with Severe Disabilities 40:4, pages 261-274.
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Marilyn Friend, Dusty Columbia Embury & Laura Clarke. (2014) Co-Teaching Versus Apprentice Teaching. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 38:2, pages 79-87.
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Susanne Schwab, Marco G. P. Hessels, Markus Gebhardt, Mathias Krammer & Barbara Gasteiger-Klicpera. (2015) The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes. Journal of Cognitive Education and Psychology 14:2, pages 180-198.
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Amy B. McCart, Wayne S. Sailor, Jamie M. Bezdek & Allyson L. Satter. (2014) A Framework for Inclusive Educational Delivery Systems. Inclusion 2:4, pages 252-264.
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Valérie Benoit & Gérard Bless. (2014) Erfassung der Einstellungen zur schulischen Integration von Lehrpersonen: Übersetzung und Erprobung der ORI und ATIES SkalenMeasuring teacher’s attitudes toward integration of students with special educational needs: translation and validation of the ORI and ATIES scales. Zeitschrift für Bildungsforschung 4:3, pages 209-226.
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Bernadette Cairns & Kirstie McClatchey. (2013) Comparing children's attitudes towards disability. British Journal of Special Education 40:3, pages 124-129.
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