2016
DOI: 10.3389/feduc.2016.00001
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Grand Challenge: Priorities for Research in Special Educational Needs

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Cited by 5 publications
(5 citation statements)
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“…Taking into account the great heterogeneity in the approaches to inclusion all over the world [ 18 , 60 - 63 ] and the different approaches described in the papers of this review, in this paragraph we will discuss some topics proposed by some authors and related to the provision of “reasonable accommodations”. The first topic is on the development of strategies and/or models to provide “reasonable accommodations” as defined by CRPD for students with LDs during the use of E-learning and distance learning.…”
Section: Resultsmentioning
confidence: 99%
“…Taking into account the great heterogeneity in the approaches to inclusion all over the world [ 18 , 60 - 63 ] and the different approaches described in the papers of this review, in this paragraph we will discuss some topics proposed by some authors and related to the provision of “reasonable accommodations”. The first topic is on the development of strategies and/or models to provide “reasonable accommodations” as defined by CRPD for students with LDs during the use of E-learning and distance learning.…”
Section: Resultsmentioning
confidence: 99%
“…When implemented in mainstream schools, grouping together students with and without disabilities, IG have demonstrated to contribute to the educational inclusion of students with (and without) disabilities with positive effects both in instrumental learning and in group cohesion ( García Carrión et al, 2016 ). However, we still do not know whether and how IG could be applied in special schools, how this implementation could respond to the challenge of achieving positive outcomes for children with special needs ( Lindsay, 2016 ), and how this application could contribute to inclusion from special schools. In this article, we analyze the process of recreation of IG in a special school, particularly in an elementary classroom with students with disabilities learning mathematics.…”
Section: Introductionmentioning
confidence: 99%
“…In some countries, there is an inclusion-based approach where students with LDs are placed in mainstream schools; in other countries there are special schools and special classrooms for them. In some countries, transition to complete inclusion is still ongoing ( Lindsay, 2016 ; Norwich, 2016 ; Petretto et al, 2019 ; Pilia, 2019 ). While one of the papers described a specific experience in two special needs classes ( Adam and Tatnall, 2017 ), other research papers concentrated on the use of specific e-learning approaches to designated groups of children with LDs or to all the children in the classroom in mainstream schools ( Straub and Vasquez, 2015 ; Vasalou et al, 2017 ).…”
Section: Resultsmentioning
confidence: 99%