| à propos de la revue | sommaires des autres numéros |
Journal of Research in Special Educational Needs (JORSEN)
Référence : Vol. 23, n°2, avril 2023
- Teacher perspectives on partnerships on families of children with autism, Sarah Westerfield Brooks, Rachel Schwartz, Miguel Ampuero, Anastasia Kokina
- Parent perspectives on student IEP involvement, Kelli A. Sanderson, Amanda J. Rojas
- Impact of the COVID-19 lockdown on gifted and non-gifted primary school students' well-being and motivation from a self-determination perspective, H. Elise Samsen-Bronsveld, Sanne H.G. Van der Ven, Paula P.A.M. Speetjens, Anouke W.E.A. Bakx
- The Namibian inclusive education policy's response to gender nonconforming learners, Rauna Keshemunhu Haitembu, Rouaan Maarman
- Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's), Irene Gómez-Marí, Gemma Pastor-Cerezuela, Irene Lacruz-Pérez, Raúl Tárraga-Mínguez
- Supporting emotion regulation in individuals with ASD, ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies, Lauren A. Delisio, Diane Casale-Giannola, Caitlyn A. Bukaty
- The effects of classroom physical activity breaks on the behavioural and emotional self-regulation of students with behavioural difficulties, Nolwenn Chesnais, Geneviève Cabagno, Claudia Verret
Informations complémentaires :
https://nasenjournals.onlinelibrary.wiley.com/.../2
mot(s) clé(s) : besoins éducatifs particuliers, recherche en éducation
