The importance of peer-support for teaching staff when including children with special educational needs

School Psychology International

Volumn 33, Issue 2, 2012, Pages 167-184

  Boyle, Christopher ^a   Topping, Keith ^b   Jindal Snape, Divya ^b   Norwich, Brahm ^c  

^a MONASH UNIVERSITY   (Australia)

^b UNIVERSITY OF DUNDEE   (United Kingdom)

^c UNIVERSITY OF EXETER   (United Kingdom)

Author keywords

attitudes to inclusion; educational psychologist; high school teachers; inclusion; peer support; school psychologist; Scotland; teacher interaction

Indexed keywords

EID: 84858173441     PISSN: 01430343     EISSN: 14617374     Source Type: Journal    
DOI: 10.1177/0143034311415783     Document Type: Article

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