Special Educational Needs, Inclusion and Diversity: A Textbook.

By N. Frederickson, T. Cline. 2002

328 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/71c7f253f8b63a11d3f1b7b2171e9d3b1642dd93

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Donna L. Ewing
2. J. Monsen
3. Margaret B. Kwoka
4. S. Tomlinson
5. H. Muller
6. N. Nel

Citations in the corpus

• Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment (2014, background): “…(SEN) [also known as additional support needs (ASN), learning difficulties (LD) or special needs (SN)] should have access to mainstream schooling and the opportunities that this provides to enable them to fully participate in the wider society (Frederickson and Cline 2009; Janney and Snell 2006).”
• The irresistible rise of the SEN industry (2012, background): “…and Cline, in their comprehensive textbook on special educational needs, include a picture contrasting a typical reader’s brain with a dyslexic brain (Frederickson & Cline, 2009, p. 365), and numbers of highly successful people past and present are quoted as having overcome their dyslexia.5”
• A review of key issues in the measurement of children’s social and emotional skills (2010, unknown): “Frederickson and Cline (2009) have advocated the use of peer-rated methods – such as peer nomination – in this area.”
• The impact of teachers’ limited English proficiency on English second language learners in South African schools (2010, background): “Marinova-Todd (2003:61; 67; 70) concludes from reviewed studies that the availability and the access to good L2 input and instruction produce the best outcomes in L2 and ensure native-like proficiency. In addition, Marinova-Todd (2003) found that the sooner a learner is exposed to the L2 in an envir”
• Educational Psychology: The distinctive contribution (2006, unknown): “…there is now general agreement among applied psychologists that the ‘best possible evidence’ should guide professional practice and advice in health, child-care and education (in the case of educational psychology, see Frederickson & Cline, 2002, for a glimpse of this new-look EP practice).”
• Truly included? A literature study focusing on the social dimension of inclusion in education (2013, unknown): “This paradigm implies that schools restructure themselves to cater for all students, irrespective of their disabilities or background (Frederickson and Cline 2002).”