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How do we support the peer acceptance of children with disabilities?

The I of students with ID or SEBD: A systematic literature review of the self-concept of students with ID or SEBD

Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions

It also takes teachers to tango: Using social validity assessment to refine an intervention design

Op naar geïntegreerde onderwijsvoorzieningen: Tweede tussenrapportage over het beleids- en praktijkonderzoek

Students’ voices about the extra educational support they receive in regular education

Teaching assistants: Their role in the inclusion, education and achievement of pupils with special educational needs

Where next for research on teaching assistants: The case for an international response

Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

Diverse perspectieven vanuit de klas op sociale participatie

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