Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Inclusive Education Pub Date : 2024-02-21 DOI:10.1080/13603116.2024.2309870

Tara Walker, Elise Burbidge, Emily Arden-Close, Constantina Panourgia

引用次数: 0

Abstract

Inclusive classrooms have become a focus in mainstream education in recent years. However, challenges for educators are often overlooked. This study utilised an exploratory, qualitative research ap...

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知己知彼：学校教育工作者如何应对贫困地区和非贫困地区全纳教育的挑战

近年来，全纳课堂已成为主流教育的焦点。然而，教育工作者面临的挑战往往被忽视。本研究采用了一种探索性的定性研究方法...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Inclusive Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.50

自引率

9.10%

发文量

期刊介绍： The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges. Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education. The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.