Differentiating Instruction for Disabled Students in Inclusive Classrooms

By A. Broderick, Heeral Mehta-Parekh, D. Reid. 2005

147 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a9ff746175be2608cdb299f56bd3ab3adac9d8cb

How researchers see this paper

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

In Education

1. Norma S. Blecker
2. Margaret B. Kwoka
3. J. Monsen
4. Donna L. Ewing
5. N. Boakes
6. Margarida Alves Martins
7. S. Gaitas

In Safety Research

1. J. Monsen
2. Donna L. Ewing
3. Margarida Alves Martins
4. S. Gaitas

In Sociology and Political Science

1. J. Monsen
2. Donna L. Ewing
3. Margarida Alves Martins
4. S. Gaitas

Citations in the corpus

• Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment (2014, result): “Such a finding adds support to the claims made by Broderick et al. (2005) and Vakil et al. (2009) that a collaborative effort is required for successful inclusion to occur.”
• Creating a learning environment for all children: are teachers able and willing? (2010, background): “Another skill required for successful inclusion is the development of collaborative relationships between special and regular educators, teachers and parents, teachers and specialists, teachers and para‐professionals (Broderick, Mehta‐Parekh, and Reid 2000 ).”