Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 3 |
Descriptor
Foreign Countries | 3 |
Inclusion | 3 |
Predictor Variables | 3 |
Special Needs Students | 2 |
At Risk Students | 1 |
Attitude Measures | 1 |
Beginning Reading | 1 |
Beginning Writing | 1 |
Behavior Disorders | 1 |
Behavior Theories | 1 |
Bias | 1 |
More ▼ |
Author
Grosche, Michael | 1 |
Lüke, Timo | 1 |
Mayer, Andreas | 1 |
Motsch, Hans-Joachim | 1 |
Paseka, Angelika | 1 |
Schwab, Susanne | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Early Childhood Education | 1 |
Elementary Education | 1 |
Grade 1 | 1 |
Primary Education | 1 |
Audience
Location
Germany | 3 |
West Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Paseka, Angelika; Schwab, Susanne – European Journal of Special Needs Education, 2020
Inclusive education often refers to a school model wherein students with special needs (SEN) spend most of their school time with students without special needs. According to literature, for the implementation of inclusion, the attitudes towards inclusive education as well as the perception of inclusive teaching practices and resources are…
Descriptors: Foreign Countries, Parent Attitudes, Inclusion, Teaching Methods
Lüke, Timo; Grosche, Michael – International Journal of Inclusive Education, 2018
Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the…
Descriptors: Inclusion, Social Desirability, Foreign Countries, Attitude Measures
Mayer, Andreas; Motsch, Hans-Joachim – Journal of Education and Learning, 2015
This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong…
Descriptors: Foreign Countries, Phonological Awareness, Word Recognition, Naming