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Adrian Lundberg, Renske Ria de Leeuw. In Press, Corrected Proof, Available online 13 November 2023 View PDF. Article preview. Note to users: Articles in press are peer reviewed, accepted articles to be published in this publication. When the final article is assigned to volumes/issues of the publication, the article in press version will be.
Overlijdensbericht Ria de Leeuw Nederweert24
Main study methodology. The main study builds on the results of a qualitative study conducted by De Leeuw et al. (Citation 2018).For this study, FGDs were conducted with general and special education teachers to gain insights into which teacher strategies are recommended by teachers themselves to facilitate the social participation of students with SEBD.
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CONTACT Renske Ria de Leeuw [email protected] Department of Special Needs Education and Youth Care, University of Groningen, Grote Rozenstraat 38, Groningen 9712 TJ, The Netherlands INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION 2020, VOL. 24, NO. 11, 1194-1217 https://doi.org/10.1080/13603116.2018.1514081
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Corpus ID: 226542248 Something needs to be said - Some thoughts on the possibilities and limitations of 'voice' R. D. de Leeuw, Cathy Little, J. Rix Published 2020 Education International Journal of Educational Research View via Publisher oro.open.ac.uk Save to Library Create Alert Cite 5 Citations Citation Type More Filters
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H G A Ria Jochemsen-van der Leeuw 10.1097/ACM.0b013e318276d070 Seventeen articles met inclusion criteria. The authors divided attributes of role models into three categories: patient care qualities, teaching qualities, and personal qualities.
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RIS Vancouver Little, C., de Leeuw, R. R., Andriana, E., Zanuttini, J., & Evans, D. (2022). Social Inclusion through the Eyes of the Student: Perspectives from Students with Disabilities on Friendship and Acceptance. International journal of disability development and education, 69 (6), 2074-2093.
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1. Introduction. The term 'inclusion' refers here to the belief that children and youth are to be included in all social activities, and be free to engage in intensive and self-determined social contacts and friendships, regardless of illnesses, impairments or disabilities (Little et al. Citation 2020; Grosche Citation 2015; United Nations Citation 2006; Ainscow, Booth, and Dyson Citation.
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Renske Ria De Leeuw, Anke Aaltje De Boer First published: 04 August 2016 https://doi.org/10.1111/1471-3802.12245 Read the full text PDF Tools Share Abstract It is known that regular schoolteachers have difficulties in educating students with social, emotional and behavioral difficulties (SEBD), mainly because of their disruptive behavior.
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H G A Ria Jochemsen-van der Leeuw 1 , Nienke Buwalda, Margreet Wieringa-De Waard, Nynke Van Dijk. Affiliation 1 University of Amsterdam , The Netherlands. PMID: 25213300 DOI: 10.3109/0142159X.2014.956061 Abstract Background: Continuing Professional.
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Renske Ria de Leeuw, Anke de Boer, Alexander Minnaert. International Journal of Inclusive Education, August 2018, Taylor & Francis. DOI: 10.1080/13603116.2018.1514081. Publication not explained. This publication has not yet been explained in plain language by the author(s). However, you can still read the publication.
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