How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?-Reference-Cited by-同舟云学术

How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?

Published:2020-01 Issue: Volume:77 Page:101776
ISSN:1041-6080
Container-title:Learning and Individual Differences
language:en
Short-container-title:Learning and Individual Differences

Author:

Heyder Anke^ORCID,Südkamp Anna,Steinmayr Ricarda

Funder

Federal Ministry of Education and Research

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology,Education,Social Psychology

Reference96 articles.

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5. Self-concept, social position and social participation of pupils with SEN in mainstream primary schools;Avramidis;Research Papers in Education,2013

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1. Die Selbsteinschätzung der sozialen Partizipation von Schüler*innen in der Sekundarstufe I – Welche Rolle spielen sonderpädagogische Förderbedarfe der Schüler*innen und Merkmale der Lehrkräfte?;Zeitschrift für Erziehungswissenschaft;2024-08-27

2. Assessing the Relationship Between Teacher Inclusive Beliefs, Behaviors, and Competences of Students with Autism Spectrum Disorders;Journal of Autism and Developmental Disorders;2024-07-17

3. Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate;Journal of Research in Special Educational Needs;2024-07-16

4. Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education;Teaching and Teacher Education;2024-07

5. Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs;International Journal of Educational Research Open;2024-06