European Journal of Special Needs Education
Volume 39, 2024 - Issue 4
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Short Reports
Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory
Elisa Kupersa Department of Inclusive and Special Needs Education, University of Groningen, Groningen, the NetherlandsCorrespondence[email protected]
https://orcid.org/0000-0002-4016-0709View further author information
, https://orcid.org/0000-0002-4016-0709View further author information
Anke de Boera Department of Inclusive and Special Needs Education, University of Groningen, Groningen, the Netherlands;b RENN4 Expertise Centre Special Education, Groningen, the NetherlandsView further author information
, Alianne Bakkera Department of Inclusive and Special Needs Education, University of Groningen, Groningen, the NetherlandsView further author information
, Frank de Jongc Department of Educational Sciences, Open University, Heerlen, the Netherlands;d Department of Responsive Education, Aeres University of Applied Sciences, Wageningen, the NetherlandsView further author information
& Alexander Minnaerta Department of Inclusive and Special Needs Education, University of Groningen, Groningen, the NetherlandsView further author information
Pages 638-647
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Received 13 Apr 2023, Accepted 11 Sep 2023, Published online: 08 Oct 2023
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