Works matching IS 14713802 AND DT 2022 AND VI 22 AND IP 3

Results: 10

Exploring the participation and agency of students with special education needs in a Macau‐Chinese secondary school.

Published in:

Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 288, doi. 10.1111/1471-3802.12566

By:

Correia, Ana M.;
Forlin, Chris;
Sio, Eva

Publication type:

Article

'I do not think I actually do it well': a discourse analysis of Australian senior secondary teachers' self‐efficacy and attitudes towards implementation of differentiated instruction.

Published in:

Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 297, doi. 10.1111/1471-3802.12568

By:

Porta, Tom;
Todd, Nicole;
Gaunt, Lorraine

Publication type:

Article

Peer acceptance and peer status in relation to students' special educational needs, migration biography, gender and socio‐economic status.

Published in:

Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 243, doi. 10.1111/1471-3802.12562

By:

Wahl, Sebastian;
Trauntschnig, Mike;
Hoffmann, Lisa;
Schwab, Susanne

Publication type:

Article

How the existence of special schools affects the placement of students with special needs in inclusive primary schools.

Published in:

Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 274, doi. 10.1111/1471-3802.12565

By:

Ebenbeck, Nikola;
Rieser, Jakob;
Jungjohann, Jana;
Gebhardt, Markus

Publication type:

Article

Issue Information.

Published in:: Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 207, doi. 10.1111/1471-3802.12523
Publication type:: Article

Twice exceptionality in neoliberal education cultures: Implications for special educational needs co‐ordinators.

Published in:

Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 266, doi. 10.1111/1471-3802.12564

By:

Demir, Yunus;
Done, Elizabeth J.

Publication type:

Article

Inclusion of children living with disability in early childhood development and education: construction of a stakeholder‐informed framework.

Published in:: Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 254, doi. 10.1111/1471-3802.12563
Publication type:: Article

The role that schools hold in supporting young people with selective mutism: a systematic literature review.

Published in:

Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 232, doi. 10.1111/1471-3802.12561

By:

White, Joe;
Bond, Caroline

Publication type:

Article

Investigating the impact of at‐home learning on secondary school‐aged children with ADHD: a qualitative study.

Published in:

Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 221, doi. 10.1111/1471-3802.12560

By:

Hatton, Brad;
Powell, Lauren

Publication type:

Article

Parents' perceptions of secondary school students' motivation and well‐being before and during the COVID‐19 lockdown: the moderating role of student characteristics.

Published in:

Journal of Research in Special Educational Needs, 2022, v. 22, n. 3, p. 209, doi. 10.1111/1471-3802.12551

By:

Hornstra, Lisette;
van den Bergh, Linda;
Denissen, Jaap J. A.;
Diepstraten, Isabelle;
Bakx, Anouke

Publication type:

Article