Evidence from full-inclusion model: The social position and sense of belonging of students with special educational needs and their peers in Italian primary school

European Journal of Special Needs Education

Volumn 28, Issue 3, 2013, Pages 319-332

  Nepi, Lucia Donata ^a   Facondini, Roberta ^b   Nucci, Francesco ^c   Peru, Andrea ^a  

^a UNIVERSITY OF FLORENCE   (Italy)

^b Primary School Gandhi   (Italy)

^c Primary School Don Milani   (Italy)

Author keywords

inclusion; peer acceptance; sense of belonging; social position

Indexed keywords

ARTICLE; CHILD; FEMALE; HUMAN; MAJOR CLINICAL STUDY; MALE; PEER GROUP; PLAY; PRIMARY SCHOOL; PRIORITY JOURNAL; QUESTIONNAIRE; SCHOOL CHILD; SOCIAL ASPECT; SPECIAL EDUCATION; SPECIAL EDUCATIONAL NEED; STUDENT;

EID: 84880018513     PISSN: 08856257     EISSN: 1469591X     Source Type: Journal    
DOI: 10.1080/08856257.2013.777530     Document Type: Article

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