Ecobehavioural analysis of academic engagement of children with intellectual disabilities in Chinese mainstream schools-Reference-Cited by-同舟云学术

Ecobehavioural analysis of academic engagement of children with intellectual disabilities in Chinese mainstream schools

Published:2022-12-19 Issue: Volume: Page:1-11
ISSN:2047-3869
Container-title:International Journal of Developmental Disabilities
language:en
Short-container-title:International Journal of Developmental Disabilities

Author:

Yao Xiaoxue¹,Liu Chunling²,Xin Weihao³,Lu Minghui⁴^ORCID

Affiliation:

1. School of Special Education, Binzhou Medical University, Yantai, People’s Republic of China

2. Department of Special Education, East China Normal University, Shanghai, People’s Republic of China

3. Jing Hengyi College of Education, Hangzhou Normal University, Hangzhou, People’s Republic of China

4. Department of Special Education, School of Education, Guangzhou University, Guangzhou, People’s Republic of China

Funder

the Philosophy and Social Science planning project on the comprehensive quality evaluation index system of students with disabilities in mainstream classes of Guangdong Province

Publisher

Informa UK Limited

Subject

Psychiatry and Mental health,Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/20473869.2022.2156065

Reference24 articles.

1. Using thematic analysis in psychology

2. Peer Interactions and Academic Engagement of Youth With Developmental Disabilities in Inclusive Middle and High School Classrooms

3. Participation and Withdrawal Among Fourth-Grade Pupils

4. General Office of the State Council of the PRC. 2022. Notification of the 14th Five-Year Plan of Action for the Development and Enhancement of Special Education by the Ministry of Education and Other Departments. [Accessed 6 June 2022].