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Direct linkMaciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona – International Journal of Disability, Development and Education, 2020
We report the implementation of a new framework supporting teacher practice for inclusion of children with disabilities in mainstream classrooms. Eight schools in one Scottish authority took part. Questionnaire, focus group, and interview data were gathered. Results indicated that the framework was well-received and provided a useful resource for…
Descriptors: Foreign Countries, Students with Disabilities, Inclusion, Models
Beamish, Wendi; Macdonald, Libby; Hay, Stephen; Taylor, Annalise; Paynter, Jessica; Tucker, Madonna – International Journal of Disability, Development and Education, 2022
The increasing number of children on the autism spectrum entering mainstream schools requires classroom teachers with the knowledge and skills to create supportive and inclusive environments in which these students can thrive. This paper reports the perspectives offered by 33 teachers who volunteered to trial an Early Years Model of Practice…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Inclusion, Mainstreaming
Wang, Yan; Mu, Guanglun Michael; Wang, Zhiqing; Deng, Meng; Cheng, Li; Wang, Hongxia – International Journal of Disability, Development and Education, 2015
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is…
Descriptors: Multidimensional Scaling, Inclusion, Classroom Techniques, Classroom Environment
