Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators
By Eitan Eldar, R. Talmor, Tali Wolf-Zukerman. 2010
94 citations recorded by the source corpus.
Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/0c6da1d3a6847f9db0388e44353b3d9321c51528
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
In Cognitive Neuroscience
In Developmental and Educational Psychology
Citations in the corpus
- International review of the evidence on best practice in educational provision for children on the autism spectrum (2011, background): “…in both specialist and mainstream settings, with appropriate skills and knowledge to ensure children receive an effective education both in the UK (Frederickson, Jones, and Lang 2010; Emam and Farrell 2009) and beyond (Eldar, Talmor, and Wolf-Zukerman 2010; Ministries of Health and Education 2008).”
- ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people (2018, background): “Undoubtedly, mainstream inclusion can be enabling and beneficial, and benefits include displaying more social behaviour and increased social skills (Reiter & Vitani, 2007), as well as having more advanced education goals (Eldar et al., 2010; Lindsay, Prouix, Thomson, & Scott, 2013).”