The evaluation of inclusive school environments: a scoping review of the literature
Author:
Affiliation:
1. Learning Environments Applied Research Network (LEaRN), Faculty of Architecture, Building & Planning, University of Melbourne
2. Bartlett Real Estate Institute, The Bartlett School of Sustainable Construction, University College, London
Abstract
Publisher
IUL Research
Reference80 articles.
1. AINSCOW, M., BOOTH, T., & DYSON, A. (2006). Improving schools, developing inclusion. Routledge. DOI: https://doi.org/10.4324/9780203967157
2. ALMQVIST, L., & GRANLUND, M. (2005). Participation in school environment of children and youth with disabilities: A person-oriented approach. Scandinavian Journal of Psychology, 46(3), 305–314. DOI: https://doi.org/10.1111/j.1467-9450.2005.00460.x
3. AL-SHAMMARI, Z. N., FORLIN, C., & FAULKNER, P. (2019). Theory-based Inclusive Education Practices. Education Quarterly Review, 2(2), 408–414. DOI: https://doi.org/10.31014/aior.1993.02.02.73
4. ALTERATOR, S., & DEED, C. (Eds.). (2018). School space and its occupation: Conceptualisation and evaluation of new generation learning spaces. Brill. DOI: https://doi.org/10.1163/9789004379664
5. ALTERATOR, S., & DEED, C. (2013). Teacher adaptation to open learning spaces. Issues in Education Research, 23(3), 315–330.
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