Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1458474
Professionals’ views on the new policy for special educational needs in England: ideology versus implementation
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1451310
Disability, the arts and the curriculum: Is there common ground?
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1435012
Executive functions in kindergarten children at risk for developmental coordination disorder
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1468635
Do troublesome pupils impact teacher perception of the behaviour of their classmates?
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2017.1421600
What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1580837
Selection and evaluation of Internet information by adults with intellectual disabilities
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1468634
Work-related burnout syndrome in special education teachers working with children with developmental disorders – possible correlations with some socio-demographic aspects and assertiveness
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1572092
Functional diversity and the multimodal listening construct
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581402
Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1435011
Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581399
Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581400
The three-tiered support system and the special education teachers’ role in Swedish-speaking schools in Finland
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1572094
One market, two perspectives, three implications: on the development of the special education market in Sweden
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1542228
I am not unskilled and unaware: deaf and hearing learners’ self-assessments of linguistic and nonlinguistic skills
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1435010
Role of age and IQ in emotion understanding in Autism Spectrum Disorder: implications for educational interventions
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1451292
Effects of special education on academic achievement and task motivation: a propensity-score and fixed-effects approach
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1533095
A critical review of education support practices in Spain
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1533094
Check in–check out intervention for supporting pupils’ behaviour: effectiveness and feasibility in Finnish schools
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1452144
How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS)
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1479953
Education intervention using para-sports for athletes with high support needs to improve attitudes towards students with disabilities in Physical Education
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1542226
Foreign language learning for children with ADHD: evidence from a technology-enhanced learning environment
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581403
The advantages of an ADHD classification from the perspective of teachers
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1580838
Discrepancies between perceptions of first-grade students at risk for learning disabilities, their parents and teachers
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1603600
Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1501966
School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1501965
Teacher sensitivity in interaction with individual students: the role of teachers’ daily negative emotions
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1553876
“The system shows us how bad it feels”: special educational needs assessment in North Rhine-Westphalia, Germany
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1603595
Teachers’ expectations of children with Down Syndrome starting school in the United Arab Emirates or United Kingdom
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1553137
Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1615746
Getting good at small talk: student-directed learning of social conversation skills
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1458472
Towards a framework of inclusion: developing accessibility in tests at the British Council
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581404
Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1458473
Democracy or fellowship and participation with peers: what constitutes one’s choice to self-segregate?
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1520493
How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings?
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1580840
Students negotiating the borders between general and special education classes: an ethnographic and participatory research study
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1572093
Disabling discourses and some implications for parent leadership in special education policy and practice
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1520492
The use of methods for learning to learn for students with special needs in Slovenia
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1451294
Preface
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581395
The overall knowledge of genetics in Serbian speech and language pathologists
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1553136
Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1520496
Primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1580835
A comparative study of variations in arithmetic fluency between Norwegian and Finnish third graders
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1560618
Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1533093
Special education transition issues over the past 60 years: social network analysis on Web of Science exploration
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2017.1413805
Introduction
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1581396
The feeling of rejection and humiliation and the avoidance of harm as predictors for aggressive behaviour in school-aged children in Romania
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2018.1520498
EJSNE Conference diary 34.2
来源期刊：European Journal of Special Needs EducationDOI：10.1080/08856257.2019.1565196
