Teaching assistant support for students with intellectual and developmental disabilities in Chinese elementary schools: general education teachers’ perceptions-Reference-Cited by-同舟云学术

Teaching assistant support for students with intellectual and developmental disabilities in Chinese elementary schools: general education teachers’ perceptions

Published:2023-05-10 Issue: Volume: Page:1-15
ISSN:2047-3869
Container-title:International Journal of Developmental Disabilities
language:en
Short-container-title:International Journal of Developmental Disabilities

Author:

Zhang Zhenzhen¹,Xin Weihao²³,Wang Lei¹,Yan Tingrui¹,Liu Chunling¹

Affiliation:

1. Department of Special Education, Faculty of Education, East China Normal University, Shanghai, China

2. Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China

3. Chinese Education Modernization Research Institute of Hangzhou Normal University (Zhejiang Provincial Key Think Tank), Hangzhou, China

Funder

Hangzhou Social Science Outstanding Young Talents Cultivation Program

Hangzhou Social Science Planning Project

Zhejiang Provincial Education Science Planning Project

Hangzhou Education Research Teacher Education Project

Publisher

Informa UK Limited

Subject

Psychiatry and Mental health,Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/20473869.2023.2208403

Reference80 articles.

1. Developing inclusive education systems: what are the levers for change?

2. The Effect of Teacher's Aides in the Classroom: Evidence from a Randomized Trial

3. Now I see it, now I don’t: researcher’s position and reflexivity in qualitative research

4. “Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals

5. The effect of support staff on pupil engagement and individual attention

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