Teaching assistant roles in supporting students with intellectual and developmental disabilities in Chinese primary classrooms: divergent expectations among general education teachers and teaching assistants-Reference-Cited by-同舟云学术

Teaching assistant roles in supporting students with intellectual and developmental disabilities in Chinese primary classrooms: divergent expectations among general education teachers and teaching assistants

Published:2024-04-09 Issue: Volume: Page:1-21
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 Lei⁴,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

4. College of Special Education, Nanjing Normal University of Special Education, Nanjing, China

Funder

the Zhejiang Province Philosophy and Social Science Planning Youth Project

the Jiangsu Province Education Science “14th Five-Year Plan” Project

the Jiangsu Province Education Science Planning Project

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/20473869.2024.2321403

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