Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms
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DOI: 10.3389/fpsyg.2021.676482
Abstract: Addressing students’ individual needs is a crucial component of inclusive teaching. However, empirical evidence comparing practices such as differentiation and grouping strategies within inclusive, regular and special classes is still lacking. The present study contrasts… read more here.
Keywords: inclusive teaching; differentiation grouping; regular inclusive; grouping practices ... See more keywords