How do included and excluded students with SEBD function socially and academically after 1,5 year of special education services?-Reference-Cited by-同舟云学术

How do included and excluded students with SEBD function socially and academically after 1,5 year of special education services?

Published:2019-03-20 Issue:3 Volume:17 Page:317-335
ISSN:1740-5629
Container-title:European Journal of Developmental Psychology
language:en
Short-container-title:European Journal of Developmental Psychology

Author:

Zweers Inge¹²,Tick Nouchka T.¹,Bijstra Jan O.³,van de Schoot Rens⁴⁵^ORCID

Affiliation:

1. Department of Developmental Psychology, Utrecht University, Utrecht, TC, The Netherlands

2. De Ambelt Academie, De Ambelt, The Netherlands

3. Regional Centre of Expertise for EBD Schools (RENN4), Groningen, The Netherlands

4. Department of Methods & Statistics, Utrecht University, Utrecht, The Netherlands

5. Optenia Research Program, Faculty of Humanities, North-West University, Vanderbijlpark, South-Afrika

Funder

de Ambelt

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Social Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/17405629.2019.1590193

Reference32 articles.

1. Breeman, L. D. (2015). A special need for others: Social classroom relationships and behavioral problems in children with psychiatric disorders in special education (Doctoral Dissertation). Erasmus University Rotterdam, the Netherlands.

2. FAPE-Accompli: Misapplication of the Principles of Inclusion and Students with EBD

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