Curricular Philosophies Reflected in the Chinese Special School Curriculum Standards for Students with Intellectual Disabilities-Reference-Cited by-同舟云学术

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Curricular Philosophies Reflected in the Chinese Special School Curriculum Standards for Students with Intellectual Disabilities

Published:2022-12-05 Issue: Volume: Page:1-17
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:

Xin Weihao¹,Li Lingyu²^ORCID,Ruppar Andrea L.³

Affiliation:

1. Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, Zhejiang, China

2. Department of Counseling, Leadership, Literacy, and Special Education, CUNY-Lehman College, Bronx, NY, USA

3. Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, Madison, WI, USA

Funder

Zhejiang Provincial Education Science Planning Project

Hangzhou Philosophy and Social Sciences Planning Project

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.2022.2154325

Reference34 articles.

1. A Content Analysis of the Curricular Philosophies Reflected in States' Alternate Assessment Performance Indicators

2. A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities

3. International Representations of Inclusive Education: How is Inclusive Practice Reflected in the Professional Teaching Standards of China and Australia?

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