In search of a middle ground. A case study of special educational support in between ordinary school and segregated settings in Denmark-Reference-Cited by-同舟云学术

In search of a middle ground. A case study of special educational support in between ordinary school and segregated settings in Denmark

Published:2022-10-20 Issue: Volume: Page:1-15
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Tegtmejer Thyge¹,Quvang Jørgensen Hans Christian²

Affiliation:

1. VIVE – The Danish Center for Social Science Research, Copenhagen, Denmark

2. University College South Denmark, Kolding, Denmark

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2022.2135780

Reference29 articles.

1. Editorial: the Salamanca Statement: 25 years on

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

3. Complaints Board for Special Needs Education. 2020. “Årsrapport for 2019. Klagenævnet for specialundervisning [Annual Report 2019. Complaints Board for Special Needs Education].” WWW 21./09. 2020: https://ast.dk/publikationer/arsrapport-fra-klagenaevnet-for-specialundervisning-2019.

4. This New Field of Inclusive Education: Beginning a Dialogue on Conceptual Foundations

5. Danish Institute of Evaluation. 2013. “Specialklasser i folkeskolen. På vej mod mere inkluderende læringsmiljøer [Special Classes in Public Schools. Towards more inclusive learning environments].” Danmarks Evalueringsinstitut, Copenhagen. WWW 9./6. 2020: https://www.ft.dk/samling/20171/almdel/unu/spm/275/svar/1491307/1898587.pdf.

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1. A structured learning envi ronment: the generic nature of recommendations in psychoeducational reports;International Journal of Inclusive Education;2023-09-25

2. Paradoxes of using psychiatric diagnoses as organising principles for special educational support;European Journal of Special Needs Education;2023-08-05