Inclusion or Exclusion? – A Study of Hong Kong Students’ Affective and Social Outcomes in a Mainstream Classroom-Reference-Cited by-同舟云学术

Inclusion or Exclusion? – A Study of Hong Kong Students’ Affective and Social Outcomes in a Mainstream Classroom

Published:2005-08 Issue:2-3 Volume:4 Page:145-167
ISSN:1570-2081
Container-title:Educational Research for Policy and Practice
language:en
Short-container-title:Educ Res Policy Prac

Author:

Bick-Har Lam,See-Wai Yeung Alison

Publisher

Springer Science and Business Media LLC

Subject

Sociology and Political Science,Education

Link

http://link.springer.com/content/pdf/10.1007/s10671-005-3509-4.pdf

Reference40 articles.

1. Anderson, L. M., & Bird, T. (1994). How three prospective teachers construed three cases of teaching (Research Report 94–3). Michigan State University: Eric document Reproduction Service No. Ed384569.

2. Bennet, C. (1994, 5 April). Teacher perspectives as a framework for strengthening teacher education. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Cited by 9 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Self-dehumanization and other-dehumanization toward students with special educational needs: examining their prevalence, consequences and identifying solutions—a study protocol;BMC Psychology;2023-04-27

2. Exploring the participation and agency of students with special education needs in a Macau‐Chinese secondary school;Journal of Research in Special Educational Needs;2022-05-30

3. Integration to Inclusion in Hong Kong: Not an Easy Progression;Australasian Journal of Special and Inclusive Education;2021-05-11

4. “His inner-self must be good”: An ethnographic-vignette study of social interactions between children with autism spectrum disorder and typically developing peers;Journal of Social and Personal Relationships;2020-09-24

5. Review: typically-developing students’ views and experiences of inclusive education;Disability and Rehabilitation;2014-12-19