Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools-Reference-Cited by-同舟云学术

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Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools

Published:2023-09-28 Issue: Volume: Page:1-13
ISSN:0031-3831
Container-title:Scandinavian Journal of Educational Research
language:en
Short-container-title:Scandinavian Journal of Educational Research

Author:

Wermke Wieland¹²^ORCID,Beck Inken³

Affiliation:

1. Professor of Special Education at the Department of Special Education, Stockholm University, Stockholm, Sweden

2. Professor of Education at the Department of Education, University of South Eastern Norway, Norway

3. MA in Teacher Education, Department of Special Education, Stockholm University, Stockholm, Sweden

Funder

Vetenskapsrådet

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00313831.2023.2263481

Reference54 articles.

1. Diversity and Equity: A Global Education Challenge

2. Promoting inclusion and equity in education: lessons from international experiences

3. “The system shows us how bad it feels”: special educational needs assessment in North Rhine-Westphalia, Germany

4. Stuck in failure: comparing special education needs assessment policies and practices in Sweden and Germany

5. Billingsley B. S. Griffin C. C. Smith S. J. Kamman M. & Israel M. (2009). A review of teacher induction in special education: Research practice and technology solutions (NCIIP Document Number RS-1). National Center to Inform Policy and Practice in Special Education Professional Development. http://ncipp.education.ufl.edu/files_6/NCIPP_Induc_010310.pdf (3.7.2023).

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