UNESCO inclusion policy and the education of school students with profound intellectual and multiple disabilities: where to now?
The reported effects of a systematic professional learning program on the knowledge, skills, and concerns of Australian early childhood educators who support young children displaying or at risk of challenging behaviours
The relationship between instructional differentiation, student diversity and academic-engagement: a pilot observation study
Technology use to support employment-related outcomes for people with intellectual and developmental disability: an updated meta-analysis
Teachers’ perceptions of instructional differentiation to cater for student diversity: a pilot survey study
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