Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms

Addressing students’ individual needs is a crucial component of inclusive teaching. However, empirical evidence comparing practices such as differentiation and grouping strategies within inclusive, regular and special classes is still lacking. The present study contrasts these settings using data fr...

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Detalles Bibliográficos
Autores principales: Lindner, Katharina-Theresa, Nusser, Lena, Gehrer, Karin, Schwab, Susanne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8461087/
https://www.ncbi.nlm.nih.gov/pubmed/34566756
http://dx.doi.org/10.3389/fpsyg.2021.676482

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8461087/
https://www.ncbi.nlm.nih.gov/pubmed/34566756
http://dx.doi.org/10.3389/fpsyg.2021.676482

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