Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities
This article seeks to identify the social representations held by public school teachers in Bogotá and Cali (Colombia) regarding the inclusion of disabled children in the classroom. The research followed an inductive approach based on grounded theory; to this effect, the content and internal structu...
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| 主要な著者: | , |
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| フォーマット: | Online |
| 言語: | spa |
| 出版事項: |
Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
2020
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| オンライン･アクセス: | https://redie.uabc.mx/redie/article/view/2260 |
| タグ: |
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