Teachers’ Attitudes towards Inclusive Education in Kazakhstan

par Ruben O. Agavelyan, Saule D. Aubakirova, Aisulu D. Zhomartova, Elena I. Burdina
Publié 2020

Teaching Foreign Languages Inclusively: Standards for Teacher Competence

par Tatiana S. Makarova, Eugenia E. Matveeva, Maria A. Molchanova, Elena A. Morozova, Natalia V. Burenina
Publié 2021

Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities

par Rosa-Eva Valle-Flórez, Ana María de Caso Fuertes, Roberto Baelo, Sheila García-Martín
Publié 2021

Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

par Jenny Maurer, Jenny Maurer, Angelika Becker, Angelika Becker, Johanna Hilkenmeier, Johanna Hilkenmeier, Monika Daseking, Monika Daseking
Publié 2021

Exploring the Personal Model of Interaction with Special Needs Children as Structural Component of Teachers’ Readiness for Inclusive Education

par Tatyana V. Safonova, Alexandra S. Suntsova, Rakhima G. Aslaeva
Publié 2019

The Challenges of Irish Language Acquisition for Students with Special Educational Needs in Irish-medium Primary Schools.

par Sinéad Nic Aindriú
Publié 2021

The body and sound as stimulators of interactive processes in young people with special educational needs

par Slavisa Lamounier, Paulo Ferreira Lopes
Publié 2019

Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius

par Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy
Publié 2021