ISSN 0885-6257 (Print); ISSN 1469-591X (Online)
Publisher: Routledge, part of the Taylor & Francis Group
The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education
Karsten, Sjoerd; Peetsma, Thea; Roeleveld, Jaap; Vergeer, Margaretha
Ultra-orthodox Jewish teachers' self-efficacy and willingness for inclusion of pupils with special needs
Glaubman, Rivka; Lifshitz, Hefziba
The perceived needs of support of parents and classroom teachers – a comparison of needs in two microsystems
Granlund, Mats; Roll-Pettersson, Lise
Two models for preventing students with special needs from dropping out of education in Finland
Sources of bias in special needs provision in mainstream primary schools: evidence from two British cohort studies
Sacker, Amanda; Schoon, Ingrid; Bartley, Mel
An evaluation of an electronic simulation of hearing impairment in the training of mainstream teachers
Howard-Jones, Paul A.; Whybrow, John J.; Summers, Ian R.
Greek teachers' perspectives on behaviour problems: implications for policy-makers and practitioners
Didaskalou, Eleni S.; Millward, Alan J.
Steps towards inclusion in Hungary