The relative significance of contextual, process and individual factors in the impact of learning and support assistants on the inclusion of students with SEN-Reference-Cited by-同舟云学术

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The relative significance of contextual, process and individual factors in the impact of learning and support assistants on the inclusion of students with SEN

Published:2023-03-04 Issue: Volume: Page:1-17
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Breyer Caroline¹²^ORCID,Gasteiger-Klicpera Barbara³^ORCID

Affiliation:

1. Research Centre on Inclusive Education, University of Graz, Graz, Austria

2. University College of Teacher Education Styria, Institute of Early Childhood and Primary School Education, Graz, Austria

3. Department of Inclusive Education, University of Graz, Graz, Austria

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2023.2184510

Reference55 articles.

1. Promoting inclusion and equity in education: lessons from international experiences

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

3. Teacher educational beliefs and sociometric status of special educational needs (SEN) students in inclusive classrooms

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