Unveiling the Context of practice: Teacher Allocation Models to support inclusion in primary schools in Ireland
Author:
Affiliation:
1. Mary Immaculate College, Limerick, Ireland
2. Department of Educational Psychology, Inclusive and Special Education, Mary Immaculate College, Limerick, Ireland
Funder
Mary Immaculate College
Irish Research Council
Publisher
Informa UK Limited
Subject
Arts and Humanities (miscellaneous),Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13603116.2021.1931484
Reference56 articles.
1. Ainscow, Mel, and Susie Miles. 2009. Developing Inclusive Education Systems: How Can We Move Policies Forward? (chapter prepared for a book in Spanish to be edited by Climent Gine et al. 2009). http://www.ibe.unesco.org/fileadmin/user_upload/COPs/News_documents/2009/0907Beirut/DevelopingInclusive_Education_Systems.pdf.
2. Editorial: the Salamanca Statement: 25 years on
3. Inclusion in Australia
4. Policy-to-practice contexts for early childhood mathematics in England
5. Sociometric Status and Self-Image of Children with Specific and General Learning Disabilities in Dutch General and Special Education Classes
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