Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms
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 these settings using data fr...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2021-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.676482/full |