Chinese regular education teachers’ perceptions of the holistic development of students with special educational needs in inclusive schools
Author:
Affiliation:
1. Department of Moral Education, Psychology and Special Education, National Institute of Education Science, Beijing, People’s Republic of China
2. Institute of Special Education, Beijing Normal University, Beijing, People’s Republic of China
Funder
Ministry of Education
Publisher
Informa UK Limited
Subject
Arts and Humanities (miscellaneous),Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13603116.2019.1572233
Reference72 articles.
1. Disability as Cultural Difference
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