Inclusion and achievement: student achievement in secondary schools with higher and lower proportions of pupils designated as having special educational needs

By Rouse Martyn   Florian Lani  

International Journal of Inclusive Education, Vol. 10, Iss. 6, 2006-11 ,pp. : 481-493

Routledge Ltd

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Teachers on perceived traits and academic achievements of regular pupils and pupils with special needs in mainstream primary schools

By Lesar Irena   Čuk Ivan   Peček Mojca  

Teachers and Teaching: Theory and Practice, Vol. 20, Iss. 3, 2014-05 ,pp. : 358-374

Routledge Ltd

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The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature

By Farrell Peter   Alborz Alison   Howes Andy   Pearson Diana  

Educational Review, Vol. 62, Iss. 4, 2010-11 ,pp. : 435-448

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In-service training for mainstream primary teachers in belize in support of pupils with special educational needs

By Robson Annie  

Teacher Development, Vol. 1, Iss. 2, 1997-07 ,pp. : 231-243

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The impact of organizational climate on burnout among homeroom teachers and special education teachers (full classes/individual pupils) in mainstream schools

By Lavian Rivka Hillel  

Teachers and Teaching: Theory and Practice, Vol. 18, Iss. 2, 2012-04 ,pp. : 233-247

Routledge Ltd

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