The Implementation of School Inclusion Practices for Students with Special Needs in Israel: Teachers’ Perceptions-Reference-Cited by-同舟云学术

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The Implementation of School Inclusion Practices for Students with Special Needs in Israel: Teachers’ Perceptions

Published:2017-04-02 Issue:5 Volume:64 Page:544-560
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:

Gavish Bella¹

Affiliation:

1. Special Education Department, Levinsky School of Education, Tel Aviv, Israel

Funder

MOFET Institute

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.2017.1310372

Reference52 articles.

1. Special Education Today in Israel

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. Teachers' attitudes towards integration / inclusion: a review of the literature

Cited by 15 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. Facilitators of and Barriers to Inclusive Education in the Arab Community of Israel: The Parents’ Perspective;Education Sciences;2024-05-13

2. Rewidening the lens to ethnic and socioeconomic diversity? ‘Othering’ through inclusion and assessment in Israeli educational policy and practice;International Journal of Inclusive Education;2023-10-10

3. Promoting Academic Success and Social Inclusion in Non-Formal Education Contexts: The Case of a North-East Region of Portugal;Societies;2023-07-30

4. The spirit of time and the spirit of depth: Psychodynamic approaches in public mental health services in Israel;International Journal of Applied Psychoanalytic Studies;2023-05-02

5. Unpacking Layers of Assessment and Inclusive Education in National Settings: Links and Disconnections in Policy and Practice;Educational Assessment and Inclusive Education;2022

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