Destroying the Trojan Horse of ‘Lazy Inclusivism’: Collective Wit of Chinese Children, Parents, and Educators in the Context of ‘Learning in Regular Classroom’-Reference-Cited by-同舟云学术

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Destroying the Trojan Horse of ‘Lazy Inclusivism’: Collective Wit of Chinese Children, Parents, and Educators in the Context of ‘Learning in Regular Classroom’

Published:2020-12-23 Issue:6 Volume:68 Page:735-741
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:

Mu Guanglun Michael¹^ORCID

Affiliation:

1. School of Teacher Education and Leadership, Queensland University of Technology, Brisbane, Australia

Funder

Australian Research Council

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.2020.1866752

Reference24 articles.

1. Inclusion as Social Justice: Critical Notes on Discourses, Assumptions, and the Road Ahead

2. Pursuing ‘Radical Inclusion’ Within an Era of Neoliberal Educational Reform

Cited by 10 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. Hidden hurt: A qualitative study of the microaggressions experienced by disabled children in education in China;Child Abuse & Neglect;2023-07

2. More Leadership, More Efficacy for Inclusive Practices? Exploring the Relationships between Distributed Leadership, Teacher Leadership, and Self-Efficacy among Inclusive Education Teachers in China;Sustainability;2022-12-03

3. Self-efficacy and Work Motivation among Inclusive Education Teachers in China;International Journal of Disability, Development and Education;2022-06-29

4. Instrument Validation: Chinese Version of Multidimensional Attitudes toward Preschool Inclusive Education Scale (MATPIES-C);International Journal of Disability, Development and Education;2022-02-15

5. Teacher Resilience in the Chinese Context of “Learning in Regular Classroom”: A Response to “Lazy Inclusivism”;Advancing Inclusive and Special Education in the Asia-Pacific;2022

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