Student–teacher relationship quality in students with learning disabilities and special educational needs-Reference-Cited by-同舟云学术

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Student–teacher relationship quality in students with learning disabilities and special educational needs

Published:2022-10-18 Issue: Volume: Page:1-19
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Berchiatti Martina¹,Ferrer Antonio¹^ORCID,Badenes-Ribera Laura²,Longobardi Claudio³^ORCID

Affiliation:

1. Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain

2. Department of Behavioral Sciences Methodology, University of Valencia, Valencia, Spain

3. Department of Psychology, University of Turin, Turin, Italy

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2022.2135779

Reference47 articles.

1. MIUR: Ufficio Statistica e Studi. Gli alunni con Disturbi Specifici dell’Apprendimento (DSA) nell’a.s. 2016/2017. 2018. https://www.miur.gov.it/documents/20182/991467/FOCUS_alunni1con1DSA_a.s.12016_2017_def.pdf/9af5872b-4404-4d56- 8ac1-8ffdbee61ef4?version51.0

2. The influence of emotional difficulty, parent-child relationship, peer relationships, materially-oriented and appearance-oriented attitudes on adolescent problem behavior

3. Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles

4. School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence

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