A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority

By Avramidis Elias   Bayliss Phil   Burden Robert  

Educational Psychology, Vol. 20, Iss. 2, 2000-06 ,pp. : 191-211

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Pathways to Inclusion: Moving from special school to mainstream

By Gibb Kathryn   Tunbridge Daniel   Chua Angelia   Frederickson Norah  

Educational Psychology in Practice, Vol. 23, Iss. 2, 2007-06 ,pp. : 109-127

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Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school

By Cagran Branka   Schmidt Majda  

Educational Studies, Vol. 37, Iss. 2, 2011-05 ,pp. : 171-195

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Mainstream-special school inclusion partnerships: pupil, parent and teacher perspectives

By FREDERICKSON NORAH   DUNSMUIR SANDRA   LANG JANE   MONSEN JEREMY  

International Journal of Inclusive Education, Vol. 8, Iss. 1, 2004-01 ,pp. : 37-57

Routledge Ltd

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“They Think They Know What’s Best for Me”: An Interpretative Phenomenological Analysis of the Experience of Inclusion and Support in High School for Vision-impaired Students with Albinism

By Thurston Mhairi  

International Journal of Disability, Development and Education, Vol. 61, Iss. 2, 2014-04 ,pp. : 108-118

Routledge Ltd

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