Mainstream‐ special school inclusion partnerships: pupil, parent and teacher perspectives

By N. Frederickson, S. Dunsmuir, J. Lang, J. Monsen. 2004

93 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ad54581c94579547675213a48b6be6a290a46a8c

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

1. S. Pijl
2. E. V. van Houten
3. M. Koster
4. H. Nakken
5. P. Farrell
6. Mahmoud Emam
7. E. Avramidis
8. A. Garrote

In Education

1. E. V. van Houten
2. M. Koster
3. H. Nakken
4. P. Farrell
5. Mahmoud Emam
6. S. Pijl
7. E. Avramidis
8. N. Humphrey

Citations in the corpus

• Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools (2009, result): “(Teacher interview, John) In general, our results for this theme relate to what previous research studies showed (Frederickson et al. 2004).”
• Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “Parents often name academic advantages as positive benefits of their child’s regular school placement (Frederickson, Dunsmuir, Lang, & Monsen, 2004 ).”