Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes-Reference-Cited by-同舟云学术

登录注册会员服务联系我们

Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes

Published:2018-05-09 Issue:4 Volume:66 Page:424-437
ISSN:1034-912X
Container-title:International Journal of Disability, Development and Education
language:en
Short-container-title:International Journal of Disability, Development and Education

Author:

Hind Kristie¹,Larkin Rebecca¹,Dunn Andrew K.¹

Affiliation:

1. Department of Psychology, Nottingham Trent University , Nottingham, UK

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education,Health(social science)

Link

https://www.tandfonline.com/doi/pdf/10.1080/1034912X.2018.1460462

Reference33 articles.

1. Educator perceptions of children who present with social, emotional and behavioural difficulties: a literature review with implications for recent educational policy in England and internationally

2. A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority

3. Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school

4. Inclusive Teachers' Attitudinal Ratings of Their Students With Disabilities

Cited by 25 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. Unlocking the path: Exploring parental perception and coping strategies amidst special education challenges within mainstream educational settings in Israel;Journal of Research in Special Educational Needs;2024-07-17

2. Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate;Journal of Research in Special Educational Needs;2024-07-16

3. How do French teachers understand inclusive education and its implementation?;European Journal of Special Needs Education;2024-07-02

4. Attitudes and self-efficacy as buffers against burnout in inclusive settings: Impact of a training programme in pre-service teachers;Teaching and Teacher Education;2024-07

5. Building trauma informed schools in non-western contexts: Teachers’ perceived competence in identification and trauma-informed practices in schools;Journal of Human Behavior in the Social Environment;2024-03-17

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线，采集、加工和组织学术论文而形成的新型学术文献查询和分析系统，可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容，当前同舟云学术共收录了国内外主流学术期刊6万余种，收集的期刊论文及会议论文总量共计约1.5亿篇，并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询！咨询电话：010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号京ICP备18003416号-3