How are intense interests used within schools to support inclusion and learning for secondary-aged autistic pupils? A scoping review-Reference-Cited by-同舟云学术

How are intense interests used within schools to support inclusion and learning for secondary-aged autistic pupils? A scoping review

Published:2021-04-16 Issue: Volume: Page:1-17
ISSN:0885-6257
Container-title:European Journal of Special Needs Education
language:en
Short-container-title:European Journal of Special Needs Education

Author:

Tansley Roseanna¹²^ORCID,Parsons Sarah¹²^ORCID,Kovshoff Hanna²³^ORCID

Affiliation:

1. The Centre for Research in Inclusion, Southampton Education School, University of Southampton, Southampton, UK

2. Southampton Education School, University of Southampton, Southampton, UK

3. The Centre for Innovation in Mental Health (CiMH), School of Psychology, University of Southampton, Southampton, UK

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/08856257.2021.1911520

Reference52 articles.

1. Improving Schools, Developing Inclusion

2. Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities

3. Diagnostic and Statistical Manual of Mental Disorders

4. APPGA & NAS (All Party Parliamentary Group on Autism and National Autistic Society). 2017. “Autism and Education in England 2017: A Report by the All Party Parliamentary Group on Autism on How the Education System in England Works for Children and Young People on the Autism Spectrum.” Accessed 29 August 2020. https://network.autism.org.uk/sites/default/files/ckfinder/files/NAS%20APPGA%20Education%20Report%20FINAL.pdf

5. Scoping studies: towards a methodological framework

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