{"title":"更正为欺凌与自闭症谱系障碍:将高功能自闭症学生的受害情况与小学全纳教育背景下的教育实践联系起来","authors":"Tatiani Gkatsa, Irene Antoniou","doi":"10.1007/s42380-024-00240-x","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":507179,"journal":{"name":"International Journal of Bullying Prevention","volume":"2017 40","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Correction to: Bullying and Autism Spectrum Disorder: Correlating the Victimization of High-Functioning Autism Students with Educational Practices in the Context of Inclusion in Primary Education\",\"authors\":\"Tatiani Gkatsa, Irene Antoniou\",\"doi\":\"10.1007/s42380-024-00240-x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":507179,\"journal\":{\"name\":\"International Journal of Bullying Prevention\",\"volume\":\"2017 40\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-02-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Bullying Prevention\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s42380-024-00240-x\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Bullying Prevention","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s42380-024-00240-x","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Correction to: Bullying and Autism Spectrum Disorder: Correlating the Victimization of High-Functioning Autism Students with Educational Practices in the Context of Inclusion in Primary Education