Evidence from full-inclusion model: the social position and sense of belonging of students with special educational needs and their peers in Italian primary school

Author： Nepi Lucia Donata  

Publisher： Routledge Ltd

ISSN： 0885-6257

Source： European Journal of Special Needs Education, Vol.28, Iss.3, 2013-08, pp. : 319-332

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs

By Prince Emily Jane   Hadwin Julie  

International Journal of Inclusive Education, Vol. 17, Iss. 3, 2013-03 ,pp. : 238-262

Routledge Ltd

Access to resources Recommend Favorite

The inclusion of pupils with special educational needs in secondary school physical education

By Smith Andrew  

Physical Education and Sport Pedagogy, Vol. 9, Iss. 1, 2004-05 ,pp. : 37-54

Routledge Ltd

Access to resources Recommend Favorite

Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education?

By de Boer Anke   Pijl Sip Jan   Post Wendy   Minnaert Alexander  

Educational Studies, Vol. 38, Iss. 4, 2012-10 ,pp. : 433-448

Routledge Ltd

Access to resources Recommend Favorite

Special educational needs across two decades: survey evidence from english primary schools

By Croll Paul   Moses Diana  

British Educational Research Journal, Vol. 29, Iss. 5, 2003-10 ,pp. : 731-747

Routledge Ltd

Access to resources Recommend Favorite

Social deprivation, school-level achievement and special educational needs

By Croll Paul  

Educational Research, Vol. 44, Iss. 1, 2002-03 ,pp. : 43-53

Routledge Ltd

Access to resources Recommend Favorite