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Teaching Assistants, Inclusion and Special Educational Needs: International Perspectives on the Role of Paraprofessionals in Schools

1, 2023

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Warm ears, a red flag for sleepiness?

Journal of sleep research, 2023-04, Vol.32 (2), p.e13707-n/a

2023

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Regular primary schoolteachers' attitudes towards inclusive education: a review of the literature

International journal of inclusive education, 2011-04, Vol.15 (3), p.331-353

2011

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Where next for research on teaching assistants: the case for an international response

European journal of special needs education, 2021-03, Vol.36 (2), p.294-305

2021

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Op weg naar geïntegreerde speciaal (basis)onderwijsklassen

Kind en adolescent praktijk, 2021-03, Vol.20 (1), p.44-46

2021

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The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs

European journal of psychology of education, 2024-03, Vol.39 (1), p.341-360

2024

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Inclusive education in developing countries: a closer look at its implementation in the last 10 years

Educational review (Birmingham), 2015-04, Vol.67 (2), p.179-195

2015

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Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs

European journal of special needs education, 2021-03, Vol.36 (2), p.163-167

2021

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Students' Attitudes towards Peers with Disabilities: A review of the literature

International journal of disability, development, and education, 2012-12, Vol.59 (4), p.379-392

2012

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Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students

European journal of special needs education, 2023-09, Vol.38 (5), p.688-703

2023

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Adolescents' attitudes towards otherness: the development of an assessment instrument

European journal of special needs education, 2023-01, Vol.38 (1), p.141-150

2023

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Parental Attitudes Toward the Inclusion of Children With Profound Intellectual and Multiple Disabilities in General Primary Education in the Netherlands

The Journal of special education, 2015-11, Vol.49 (3), p.179-187

2015

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Wat helpt leerlingen met internaliserende problemen op school?: Acht praktische adviezen om 'onzichtbare' groep te ondersteunen

Kind en adolescent praktijk, 2019-12, Vol.18 (4), p.24-30

2019

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Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

Frontiers in education (Lausanne), 2020-11, Vol.5

2020

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Preparing for the inclusive classroom: changing teachers' attitudes and knowledge

Teacher development, 2017-08, Vol.21 (4), p.561-579

2017

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Attitudes of parents towards inclusive education: a review of the literature

European journal of special needs education, 2010-05, Vol.25 (2), p.165-181

2010

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The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

European journal of psychology of education, 2012-12, Vol.27 (4), p.573-589

2012

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Social participation of students with special educational needs in different educational systems

Irish educational studies, 2015, Vol.34 (1), p.43-54

2015

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Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant's role in supporting peer interactions

European journal of special needs education, 2021-03, Vol.36 (2), p.231-247

2021

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Characteristics of primary teacher training programmes on inclusion: a literature focus

Educational research (Windsor), 2014-07, Vol.56 (3), p.310-326

2014

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Lastige leerlingen

Kind en adolescent praktijk, 2019-06, Vol.18 (2), p.21-24

2019

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Know How to Teach Me... Evaluating the Effects of an In-Service Training Program for Regular School Teachers Toward Inclusive Education

International journal of school & educational psychology, 2015-10, Vol.3 (4), p.219-230

2015

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The proof of the intervention is in the implementation; a systematic review about implementation fidelity of classroom-based interventions facilitating social participation of students with social-emotional problems or behavioural difficulties

International journal of educational research open, 2020, Vol.1, p.100002, Article 100002

2020

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Seeing myself through the eyes of my peers: Explaining the self‐concept of students with and without special educational needs through acceptance and friendship

British journal of educational psychology, 2024-06, Vol.94 (2), p.586-600

2024

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Real-time teacher-student interactions: The dynamic interplay between need supportive teaching and student engagement over the course of one school year

Teaching and teacher education, 2023-01, Vol.121, p.103906, Article 103906

2023

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Teaching Assistants, Inclusion and Special Educational Needs: International Perspectives on the Role of Paraprofessionals in Schools

Warm ears, a red flag for sleepiness?

Regular primary schoolteachers' attitudes towards inclusive education: a review of the literature

Where next for research on teaching assistants: the case for an international response

Op weg naar geïntegreerde speciaal (basis)onderwijsklassen

The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs

Inclusive education in developing countries: a closer look at its implementation in the last 10 years

Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs

Students' Attitudes towards Peers with Disabilities: A review of the literature

Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students

Adolescents' attitudes towards otherness: the development of an assessment instrument

Parental Attitudes Toward the Inclusion of Children With Profound Intellectual and Multiple Disabilities in General Primary Education in the Netherlands

Wat helpt leerlingen met internaliserende problemen op school?: Acht praktische adviezen om 'onzichtbare' groep te ondersteunen

Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

Preparing for the inclusive classroom: changing teachers' attitudes and knowledge

Attitudes of parents towards inclusive education: a review of the literature

The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

Social participation of students with special educational needs in different educational systems

Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant's role in supporting peer interactions

Characteristics of primary teacher training programmes on inclusion: a literature focus

Lastige leerlingen

Know How to Teach Me... Evaluating the Effects of an In-Service Training Program for Regular School Teachers Toward Inclusive Education

The proof of the intervention is in the implementation; a systematic review about implementation fidelity of classroom-based interventions facilitating social participation of students with social-emotional problems or behavioural difficulties

Seeing myself through the eyes of my peers: Explaining the self‐concept of students with and without special educational needs through acceptance and friendship

Real-time teacher-student interactions: The dynamic interplay between need supportive teaching and student engagement over the course of one school year

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