Didactic dimensions of teaching content for and with students with intellectual disabilities (ID): a scoping review

IF 2.6 3区 教育学 Q1 EDUCATION, SPECIAL European Journal of Special Needs Education Pub Date : 2024-03-05 DOI:10.1080/08856257.2024.2323250
Jonny Wåger, Anette Bagger
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Abstract

Decisions schools make about teaching content fundamentally shape students’ educational experience and their later life. These decisions often take a particular shape for students with intellectual...
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针对智障(ID)学生和与智障学生共同学习的教学内容的教学层面:范围综述
学校就教学内容做出的决定从根本上影响着学生的教育经历和他们以后的生活。对于智力有缺陷的学生来说,这些决定往往具有特殊的意义。
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来源期刊
CiteScore
6.00
自引率
7.70%
发文量
37
期刊介绍: The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.
期刊最新文献
The academic achievement gap between students with and without special educational needs and disabilities Empowering parents of students with and without learning difficulties to collaborate with schools: how are family–school partnerships related to parents’ motivational beliefs? Effects of an adapted peer-assisted learning strategies reading programme on reading fluency and reading comprehension of secondary students with or at-risk for reading disabilities Mentalising and self-efficacy – disentangling their impact on well-being and symptom severity in novice special education teachers In Search of Education, Participation and Inclusion: Embrace the Uncertain
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