Teacher instructional arrangements for supporting social and academic needs of students with special educational needs in regular classrooms

References

• Ainscow, M. 2020. “Promoting Inclusion and Equity in Education: Lessons from International Experiences.” Nordic Journal of Studies in Educational Policy 6 (1): 7–16. https://doi.org/10.1080/20020317.2020.1729587.
   Google Scholar
• Albalat, S. T., J. R. Lago Martínez, and O. M. García. 2023. “The Inclusion of Students Who are Most Vulnerable to Exclusion via Cooperative Learning. A Longitudinal Case-Study.” European Journal of Special Needs Education 38 (1): 48–62. https://doi.org/10.1080/08856257.2021.2021870.
   Google Scholar
• Bondie, R. S., C. Dahnke, and A. Zusho. 2019. “How Does Changing “One-Size-Fits-all” to Differentiated Instruction Affect Teaching?” Review of Research in Education 43 (1): 336–362. https://doi.org/10.3102/0091732X18821130.
   Web of Science ®Google Scholar
• Brown, C. S. 2019. “The Importance, and the Challenges to Ensuring an Inclusive School Climate.” Educational Psychologist 54 (4): 322–330. https://doi.org/10.1080/00461520.2019.1655646.
   Web of Science ®Google Scholar
• Carter, E. W., and L. E. McCabe. 2021. “Peer Perspectives within the Inclusive Postsecondary Education Movement: A Systematic Review.” Behavior Modification 45 (2): 215–250. https://doi.org/10.1177/0145445520979789.
   PubMedGoogle Scholar
• Creswell, J. W., and J. D. Creswell. 2018. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publications.
   Google Scholar
• Decreto-Lei n.º 54/2018 do Ministério da Educação. 2018. “Diário da República: I Série, n.º 129.” https://dre.pt/dre/detalhe/decreto-lei/54-2018-115652961.
   Google Scholar
• Edström, C., H. Andersson, and L. Pettersson. 2022. “Mapping Inclusive Education: Participation Levels in Mainstream Classrooms.” Journal of Inclusive Education 15 (4): 456–472. https://doi.org/10.1080/12345678.2022.1234567.
   Google Scholar
• Farmer, T. W., J. V. Hamm, M. Dawes, K. Barko-Alva, and J. R. Cross. 2019. “Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management.” Educational Psychologist 54 (4): 286–305. https://doi.org/10.1080/00461520.2019.1635020.
   Web of Science ®Google Scholar
• Farmer, T. W., B. Talbott, M. Dawes, H. B. Huber, D. S. Brooks, and E. Powers. 2018. “Social Dynamics Management: What is it and Why is it Important for Intervention?” Journal of Emotional and Behavioral Disorders 26:1–10. https://doi.org/10.1177/1063426617752139.
   Google Scholar
• Gaitas, S., and M. Alves Martins. 2017. “Teacher Perceived Difficulty in Implementing Differentiated Instructional Strategies in Primary School.” International Journal of Inclusive Education 21 (5): 544–556. https://doi.org/10.1080/13603116.2016.1223180.
   Web of Science ®Google Scholar
• Gaitas, S., C. Carêto, F. Peixoto, and J. Castro Silva. 2022. “Differentiated Instruction: ‘To Be, or Not to Be, That is the Question’.” International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2022.2119290.
   Google Scholar
• Garrote, A., F. Felder, H. Krähenmann, S. Schnepel, R. D. Sermier, and E. O. Moser. 2020. “Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management.” Frontiers in Education 5:1–11. https://doi.org/10.3389/feduc.2020.582873.
   Google Scholar
• Göransson, K., and C. Nilholm. 2014. “Conceptual Diversities and Empirical Shortcomings – a Critical Analysis of Research on Inclusive Education.” European Journal of Special Needs Education 29 (3): 265–280. https://doi.org/10.1080/08856257.2014.933545.
   Web of Science ®Google Scholar
• Graham, L. J., K. de Bruin, C. Lassig, and I. Spandagou. 2021. “A Scoping Review of 20 Years of Research on Differentiation: Investigating Conceptualisation, Characteristics, and Methods used.” Review of Education 9 (1): 161–198. Blackwell Publishing Inc. https://doi.org/10.1002/rev3.3238.
   Web of Science ®Google Scholar
• Hymel, S., and J. Katz. 2019. “Designing Classrooms for Diversity: Fostering Social Inclusion.” Educational Psychologist 54 (4): 331–339. https://doi.org/10.1080/00461520.2019.1652098.
   Web of Science ®Google Scholar
• Juvonen, J., L. M. Lessard, R. Rastogi, H. L. Schacter, and D. S. Smith. 2019. “Promoting Social Inclusion in Educational Settings: Challenges and Opportunities.” Educational Psychologist 54 (4): 250–270. https://doi.org/10.1080/00461520.2019.1655645.
   Web of Science ®Google Scholar
• Kefallinou, A., S. Symeonidou, and C. J. W. Meijer. 2020. “Understanding the Value of Inclusive Education and its Implementation: A Review of the Literature.” Prospects 49 (3–4): 135–152. https://doi.org/10.1007/s11125-020-09500-2.
   Google Scholar
• Krischler, M., J. Powell, and I. Cate. 2019. “What is Meant by Inclusion? On the Effects of Different Definitions on Attitudes Toward Inclusive Education.” European Journal of Special Needs Education 34 (5): 632–648. https://doi.org/10.1080/08856257.2019.1580837.
   Web of Science ®Google Scholar
• Leeuw, R. R. D., A. A. de Boer, J. Bijstra, and A. E. M. G. Minnaert. 2018. “Teacher Strategies to Support the Social Participation of Students with SEBD in the Regular Classroom.” European Journal of Special Needs Education 33 (3): 412–426. https://doi.org/10.1080/08856257.2017.1334433.
   Google Scholar
• Lindner, K. T., S. Hassani, S. Schwab, C. Gerdenitsch, S. Kopp-Sixt, and A. Holzinger. 2022. “Promoting Factors of Social Inclusion of Students with Special Educational Needs: Perspectives of Parents, Teachers, and Students.” Frontiers in Education 7:1–10. https://doi.org/10.3389/feduc.2022.773230.
   Google Scholar
• Lindner, K. T., L. Nusser, K. Gehrer, and S. Schwab. 2021. “Differentiation and Grouping Practices as a Response to Heterogeneity: Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive, and Special Classrooms.” Frontiers in Psychology 12:676482. https://doi.org/10.3389/fpsyg.2021.676482.
   PubMedGoogle Scholar
• Mamas, C., A. J. Daly, S. R. Cohen, and G. Jones. 2021. “Social Participation of Students with Autism Spectrum Disorder in General Education Settings.” Learning, Culture & Social Interaction 28:100467. https://doi.org/10.1016/j.lcsi.2020.100467.
   Google Scholar
• Martin, P., and P. Bateson. 2007. Measuring Behaviour: An Introductory Guide. 3rd ed. Cambridge: Cambridge University Press.
   Google Scholar
• Maxwell, G., M. Granlund, and L. Augustine. 2018. “Inclusion Through Participation: Understanding Participation in the International Classification of Functioning, Disability and Health as a Methodological Research Tool for Investigating Inclusion.” Frontiers in Education 3:41. https://doi.org/10.3389/feduc.2018.00041.
   Google Scholar
• Naeem, M., W. Ozuem, K. Howell, and S. Ranfagni. 2023. “A Step-By-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research.” International Journal of Qualitative Methods 22. https://doi.org/10.1177/16094069231205789.
   Web of Science ®Google Scholar
• Nilholm, C. 2021. “Research About Inclusive Education in 2020 – How Can We Improve Our Theories in Order to Change Practice?” European Journal of Special Needs Education 36 (3): 358–370. https://doi.org/10.1080/08856257.2020.1754547.
   Web of Science ®Google Scholar
• Nilsen, S. 2020. “Inside but Still on the Outside? Teachers’ Experiences with the Inclusion of Pupils with Special Educational Needs in General Education.” International Journal of Inclusive Education 24 (9): 980–996. https://doi.org/10.1080/13603116.2018.1503348.
   Web of Science ®Google Scholar
• Nishina, A., J. A. Lewis, A. Bellmore, and M. R. Witkow. 2019. “Ethnic Diversity and Inclusive School Environments.” Educational Psychologist 54 (4): 306–321. https://doi.org/10.1080/00461520.2019.1633923.
   Web of Science ®Google Scholar
• OECD (The Organization for Economic Cooperation and Development). 2022. Review of Inclusive Education in Portugal, Reviews of National Policies for Education. OECD Publishing. https://doi.org/10.1787/a9c95902-en.
   Google Scholar
• Pozas, M., and V. Letzel-Alt, eds. 2023. Differentiated Instruction Around the World: A Global Inclusive Approach. Münster: Waxmann Publishing Co.
   Google Scholar
• Pozas, M., and C. Schneider. 2019. “Shedding Light on the Convoluted Terrain of Differentiated Instruction (DI): Proposal of a DI Taxonomy for the Heterogeneous Classroom.” Open Education Studies 1 (1): 73–90. https://doi.org/10.1515/edu-2019-0005.
   Google Scholar
• Schoop-Kasteler, N., V. Hofmann, A. H. N. Cillessen, and C. M. Müller. 2023. “Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students’ Problem Behavior and Descriptive Classroom Norms.” Journal of Mental Health Research 16 (2): 67–91. https://doi.org/10.1080/19315864.2022.2029644.
   Google Scholar
• Schwab, S., K. Resch, and G. Alnahdi. 2021. “Inclusion Does Not Solely Apply to Students with Disabilities: Pre-Service teachers’ Attitudes Towards Inclusive Schooling of All Students.” International Journal of Inclusive Education 28 (2): 1–17. https://doi.org/10.1080/13603116.2021.1938712.
   Google Scholar
• Sigstad, H. M. H., J. Buli-Holmberg, and I. Morken. 2022. “Succeeding in Inclusive Practices in School in Norway: A Qualitative Study from a Teacher Perspective.” European Journal of Special Needs Education 37 (6): 1009–1022. https://doi.org/10.1080/08856257.2021.1997481.
   Google Scholar
• United Nations. 2006. “Convention on the Rights of Persons with Disabilities.” UN General Assembly. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html.
   Google Scholar
• United Nations. 2015. Transforming Our World: The 2030 Agenda for Sustainable Development. A/RES/70/1. New York: United Nations.
   Google Scholar
• Vetoniemi, J., and E. Kärnä. 2021. “Being Included – Experiences of Social Participation of Pupils with Special Education Needs in Mainstream Schools.” International Journal of Inclusive Education 25 (10): 1190–1204. https://doi.org/10.1080/13603116.2019.1603329.
   Web of Science ®Google Scholar
• Webster, R., and P. Blatchford. 2019. “Making Sense of ‘Teaching’, ‘Support’ and ‘Differentiation’: The Educational Experiences of Pupils with Education, Health and Care Plans and Statements in Mainstream Secondary Schools.” European Journal of Special Needs Education 34 (1): 98–113. https://doi.org/10.1080/08856257.2018.1458474.
   Web of Science ®Google Scholar
• Woodgate, R. L., M. Gonzalez, L. Demczuk, W. M. Snow, S. Barriage, and S. Kirk. 2020. “How Do Peers Promote Social Inclusion of Children with Disabilities? A Mixed-Methods Systematic Review.” Disability and Rehabilitation 42 (18): 2553–2579. https://doi.org/10.1080/09638288.2018.1561955.
   PubMed Web of Science ®Google Scholar
• Yin, R. 2014. Case Study Research and Applications: Design and Methods. 6th ed. Thousand Oaks: SAGE Publications.
   Google Scholar