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Effects of School Counselor Supervised Peer Tutoring in Inclusive Settings on Meeting IEP Outcomes of Students with Developmental Disabilities

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dc.contributor.authorODLUYURT, SERHAT
dc.contributor.authorTEKİN İFTAR, ELİF
dc.contributor.authorGulhan Ersoy
dc.contributor.orcid0000-0001-5861-0627
dc.contributor.orcid0000-0001-5512-616X
dc.date.accessioned2025-11-13T11:26:24Z
dc.date.issued2014-09-01
dc.identifier.doihttps://doi.org/10.1177/215416471404900307
dc.identifier.endpage428
dc.identifier.issn2154-1647
dc.identifier.issue3
dc.identifier.openalexW2239888053
dc.identifier.startpage415
dc.identifier.urihttps://hdl.handle.net/11421/6796
dc.identifier.urihttps://doi.org/10.1177/215416471404900307
dc.identifier.volume49
dc.language.isoen
dc.relation.ispartofEducation and training in autism and developmental disabilities
dc.rightsrestrictedAccess
dc.subjectPsychology
dc.subjectPeer acceptance
dc.subjectPeer tutor
dc.subjectSpecial education
dc.subjectInclusion (mineral)
dc.subjectAutism
dc.subjectDevelopmental psychology
dc.subjectPeer group
dc.subjectMathematics education
dc.subject.sdg4
dc.titleEffects of School Counselor Supervised Peer Tutoring in Inclusive Settings on Meeting IEP Outcomes of Students with Developmental Disabilities
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5024165214
local.authorid.openalexA5075848259

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