揭示入学机会的差异。澳大利亚、新西兰和太平洋地区专业教师对 COVID-19 限制对盲人和低视力学生学习影响的看法

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Inclusive Education Pub Date : 2024-01-11 DOI:10.1080/13603116.2024.2303106

Melissa Cain, Melissa Fanshawe, Polly Goodwin

引用次数: 0

摘要

COVID-19 限制对全球的教与学产生了重大影响。越来越多的文献介绍了学生和教师在谈判过程中的经验。

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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Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific

COVID-19 restrictions have had significant impacts on teaching and learning globally. A growing body of literature has been published on the experiences of students and teachers as they negotiated ...

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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.