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Secondary school students' attitudes towards the inclusion of students with developmental disabilities in the regular education system

机译：中学生在普通教育系统中将学生纳入学生的态度

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Dajana Vinković; Andrej Hodonj;
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1. Defining Inclusion: Faculty and Student Attitudes Regarding Postsecondary Education for Students With Intellectual and Developmental Disabilities [J] . Gilson Carly B., Gushanas Christina M., Li Yi-Fan, Intellectual and developmental disabilities . 2020,第1期

机译：定义包容：关于具有智力和发展残疾学生的专业教育的教师和学生态度
2. Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India [J] . Umesh Sharma, Dennis Moore, Sanjeev Sonawane Asia-Pacific Journal of Teacher Education . 2009,第3期

机译：职前教师对将残疾学生纳入印度浦那正规学校的态度和关注
3. The Differences in the Attitudes of Students With and Without Learning Disabilities Towards Including Students With Mild Intellectual Disability in Elementary Regular Schools in Bahrain [J] . Nadia Tazi, Mansour Sayyah 心理学研究：英文版 . 2018,第010期

机译：巴林小学对有学习障碍者和没有学习障碍者，包括轻度智力障碍学生的态度差异
4. Regular Students Attitude toward Students with Special Educational Needs: A Comparative Study in Inclusive Private and Public Primary Schools [C] . Rafidah Riahta, Farida Kurniawati International Conference on Indonesian Education for All . 2019

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5. A comparison of the attitudes of secondary regular and special education teachers toward inclusion of students with mild disabilities in their classrooms. [D] . Parker, Shera. 2009

机译：中等和特殊教育老师对将轻度残疾学生纳入其课堂的态度的比较。
6. Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities [O] . Sharmila Vaz, Nathan Wilson, Marita Falkmer, -1

机译：小学教师对残障学生包容态度的相关因素
7. School Maladjustment and Problems of Educational Support for Students With Mild Developmental Disabilities : A Survey of Resource Rooms for Students With Emotional Disturbances in Elementary and Lower Secondary Schools in Tokyo [O] . Satoru TAKAHASHI 2008

机译：患有轻度发展障碍的学生的学校不适应和教育支持问题：东京小学中小学情绪障碍的学生资源室的调查

Secondary school students' attitudes towards the inclusion of students with developmental disabilities in the regular education system

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