Disabling barriers experienced by students with disabilities in postsecondary introductory physics
Educators and education researchers in postsecondary physics have rarely centered (i.e., intentionally directed attention to) the experiences of students with disabilities, leading to an instructional environment that is not designed to support students with disabilities. In this study, we interview...
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| Autores principales: | , , , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
American Physical Society
2020
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/76f9c07d9f794091baf9b7ae6e37df74 |
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