Differentiation and individualisation in inclusive education
A systematic review and narrative synthesis
Dados Bibliográficos
| ID | 15085111 |
|---|---|
| Autores | Katharina-Theresa Lindner (University of Vienna), Susanne Schwab (0000-0002-3989-4473, University of Vienna) |
| Ano | 2025 |
| Volume | 29 |
| Fascículo | 12 |
| Páginas | 2199-2219 |
| Data de publicação | 2025-10-15 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Inclusive Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2020.1813450 |
| Idioma | EN |
| Citações recebidas | 57 |
| Referências citadas | 31 |
International Perspectives on Teaching and Learning Academic English in Turbulent Times
Inclusive education
Differentiation‐related tensions in the thinking and instruction of Eritrean elementary and middle school mathematics teachers
Competency-Oriented Teacher Training Through Virtual Reality
Exploring inclusive education in times of Covid-19
Development and evaluation of a rating scale to assess the quality of individualized education plans
Teaching inclusive education
Confident, positive, but interested? Exploring the role of teachers’ interest in their practice of differentiated instruction
DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept
Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities
Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers
Classroom Motivational Climate in Middle School
A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers
General Education Teachers’ Perspectives on Challenges to the Inclusion of Students with Intellectual Disabilities in Qatar
Barriers and Facilitators to Inclusive Education for Learners Who Are Deafblind
The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms
Expanding the special education professional toolbox
A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice
‘A learner is like a snowflake, each unique’
What's in a name? Italian teachers' understanding, language, and confidence in differentiated instruction (differenziazione didattica)
Differentiated instruction in context
Socioeconomic gaps in the allocation of curriculum modifications in inclusive mainstream classrooms
Transforming higher education
Primary school teachers’ perspectives on the quality of inclusive education
Differentiated instruction for improved primary school learners’ outcomes in basic science
Strengthening student support
Negotiating performative and professional accountability in inclusive mathematics education in Norway
Framing the Least Restrictive Environment
Practice-oriented research on differentiation strategies in primary and secondary education
Duration versus accuracy—what matters for computerised adaptive testing in schools
Enhancing Early Childhood Education Achievement
Inclusive education implementation
Working in the shadows
Exploring Narratives of Teachers Working with Culturally Diverse Students
Analysing the intersection between teachers ‘peer learning strategies and students’ perspectives in inclusive classrooms
The clustering of public values in local educational governance
Doing difference in early language teaching. An ethnographic study on differentiation and constructions of difference in inclusive German primary schools
From teachers’ self-efficacy belief to their differentiated practice
Conceptualizing an asset-based framework for understanding women educator’s adaptive practices during crisis
Inclusion does not solely apply to students with disabilities
Shaping students for inclusion
The relationship between school administrators’ attitudes towards inclusive education and schools’ efficiency towards inclusion practices
Exploring the impact of technology integration, inclusive classroom methods, and motivation on folk music education in college
Creating inclusive educational spaces
Norwegian teachers’ perspectives on inclusive practices in the mathematics classroom
From Inclusion to Sustainability
Participation in Primary Schools from the Perspective of Children with and Without Special Educational Needs
The Whole Class First and Individuals Second? The Ethnography of Pre-Service Teachers' Learning to Address Student Diversity during Their Practicum
From Policies to Practices
Equity Matters
Educating for Inclusion
Impact of inclusive education on early childhood development
Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature
Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices
And it's also much more quiet there!’—A qualitative study on the relationship between differentiated instruction and classroom disruptions
Practices of outcomes-based forms of pedagogy in the foundation phase
Challenging but positive! - An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany
Differentiated Instruction, Professional Development, and Teacher Efficacy
Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Measuring teachers’ perceptions about differentiated instruction
Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools
The inclusive practices of classroom teachers
Implications for educational practice of the science of learning and development
How common are inclusive educational practices among Finnish teachers
Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements
Self-assessment as a process for inclusion
Exploring teachers' strategies for including children with autism spectrum disorder in mainstream classrooms
Insights into inclusive education through a small Finnish case study of an inclusive school context
Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms
Mainstream teachers about including deaf or hard of hearing students
| Obras citantes distintas | 57 |
|---|---|
| Citações por ano | 11,4 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 57 |