Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions-Reference-Cited by-同舟云学术

Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions

Published:2021-03-15 Issue:2 Volume:36 Page:231-247
ISSN:0885-6257
Container-title:European Journal of Special Needs Education
language:en
Short-container-title:European Journal of Special Needs Education

Author:

Haakma Ineke¹,De Boer Anke A.¹,Van Esch Sanne²,Minnaert Alexander E. M. G.¹,Van Der Putten Annette A. J¹

Affiliation:

1. Inclusive and Special Needs Education Unit, Department of Pedagogical and Educational Sciences, University of Groningen, Groningen, The Netherlands

2. Vanboeijen, Assen, The Netherlands

Funder

the Dutch foundation for the Handicapped Child

Publisher

Informa UK Limited

Subject

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

Link

https://www.tandfonline.com/doi/pdf/10.1080/08856257.2021.1901374

Reference27 articles.

1. Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs

2. Prevalence of visual and hearing impairment in a Dutch institutionalized population with intellectual disability