SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Mike Murphy, Elizabeth J. Done, Autism and intuitive practice as the art of the prevailing middle, Journal of Research in Special Educational Needs, 2015, 15, 2
  2. 2
    Mojca Peček, Sunčica Macura-Milovanović, Do admission criteria for teacher education institutions matter? A comparative study on beliefs of student teachers from Serbia and Slovenia about inclusive practices, Teachers and Teaching, 2015, 21, 3, 260

    CrossRef

  3. You have free access to this content3
    Lio Moscardini, Primary special school teachers' knowledge and beliefs about supporting learning in numeracy, Journal of Research in Special Educational Needs, 2015, 15, 1
  4. 4
    Majda Schmidt, Edvard Protner, Branka Čagran, Social Participation of High School Students with Special Needs—A Case of Promotion of Systemic Behavior and Social Responsibility, Systems Research and Behavioral Science, 2015, 32, 2
  5. 5
    Sharon Pratt, Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships, Teaching and Teacher Education, 2014, 41, 1

    CrossRef

  6. 6
    Zi Yan, Kuen-fung Sin, Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour, International Journal of Inclusive Education, 2014, 18, 1, 72

    CrossRef

  7. 7
    Patrizia Sandri, Integration and inclusion in Italy. Towards a special pedagogy for inclusion, ALTER - European Journal of Disability Research / Revue Européenne de Recherche sur le Handicap, 2014, 8, 2, 92

    CrossRef

  8. 8
    Marjatta Takala, Astrid Ahl, Special education in Swedish and Finnish schools: seeing the forest or the trees?, British Journal of Special Education, 2014, 41, 1
  9. 9
    Orhan Cakiroglu, Macid Ayhan Melekoglu, Statistical trends and developments within inclusive education in Turkey, International Journal of Inclusive Education, 2014, 18, 8, 798

    CrossRef

  10. 10
    Marjon Bruggink, Sui L. Goei, Hans M. Koot, Teachers’ perceptions of students’ additional support needs: in the eye of the beholder?, Educational Psychology, 2014, 1

    CrossRef

  11. 11
    M. Bruggink, S.L. Goei, H.M. Koot, Characteristics of teacher-identified students with special educational needs in Dutch mainstream primary education, Educational Research, 2013, 55, 4, 361

    CrossRef

  12. 12
    E. Done, M. Murphy, M. Irving, In search of inclusive non-dualistic pedagogies through collaborative and affective learning events, International Journal of Inclusive Education, 2013, 17, 6, 584

    CrossRef

  13. 13
    D. Özer, S. Nalbant, E. Aǧlamıș, F. Baran, P. Kaya Samut, A. Aktop, Y. Hutzler, Physical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance, Journal of Intellectual Disability Research, 2013, 57, 11
  14. 14
    William Nketsia, Timo Saloviita, Pre-service teachers’ views on inclusive education in Ghana, Journal of Education for Teaching, 2013, 39, 4, 429

    CrossRef

  15. 15
    D. Özer, F. Baran, A. Aktop, S. Nalbant, E. Ağlamış, Y. Hutzler, Effects of a Special Olympics Unified Sports soccer program on psycho-social attributes of youth with and without intellectual disability, Research in Developmental Disabilities, 2012, 33, 1, 229

    CrossRef

  16. 16
    Vasilis Strogilos, The cultural understanding of inclusion and its development within a centralised system, International Journal of Inclusive Education, 2012, 16, 12, 1241

    CrossRef

  17. 17
    Sunčica Macura-Milovanović, Nataša Pantić, Alison Closs, The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia, PROSPECTS, 2012, 42, 1, 19

    CrossRef

  18. 18
    Mojca Peček, Sunčica Macura-Milovanović, Who is responsible for vulnerable pupils? The attitudes of teacher candidates in Serbia and Slovenia, European Journal of Teacher Education, 2012, 35, 3, 327

    CrossRef

  19. 19
    Renato Opertti, Jayne Brady, Developing inclusive teachers from an inclusive curricular perspective, PROSPECTS, 2011, 41, 3, 459

    CrossRef

  20. 20
    Diana Burton, Ruth Goodman, Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties, Pastoral Care in Education, 2011, 29, 2, 133

    CrossRef

  21. 21
    Lio Moscardini, ‘I like it instead of maths’: how pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems, British Journal of Special Education, 2010, 37, 3
  22. 22
    Claes Nilholm, Barbro Alm, An inclusive classroom? A case study of inclusiveness, teacher strategies, and children's experiences, European Journal of Special Needs Education, 2010, 25, 3, 239

    CrossRef

  23. 23
    Ineke van der Veen, Ed Smeets, Mechtild Derriks, Children with special educational needs in the Netherlands: number, characteristics and school career, Educational Research, 2010, 52, 1, 15

    CrossRef

  24. 24
    Srikala Naraian, General, special and … inclusive: Refiguring professional identities in a collaboratively taught classroom, Teaching and Teacher Education, 2010, 26, 8, 1677

    CrossRef

  25. 25
    Gwadabe Kurawa, Teaching diversity in a primary school: examining teachers classroom strategies for inclusion, Procedia - Social and Behavioral Sciences, 2010, 5, 1585

    CrossRef

  26. 26
    Christina Tilstone, 35 YEARS OF BJSE: Personal reflections on 35 years of BJSE, British Journal of Special Education, 2008, 35, 4