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How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings?

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dc.contributor.authorÖzkan, Şerife Yücesoy
dc.contributor.authorŞerife Yücesoy Özkan
dc.contributor.authorSinan Kalkan
dc.contributor.orcid0000-0001-7853-3825
dc.contributor.orcid0000-0002-0529-0639
dc.contributor.orcid0000-0002-6731-8406
dc.date.accessioned2025-11-13T10:13:40Z
dc.date.issued2019-02-20
dc.identifier.doihttps://doi.org/10.1080/08856257.2019.1580840
dc.identifier.endpage677
dc.identifier.issn0885-6257
dc.identifier.issue5
dc.identifier.openalexW2915752313
dc.identifier.startpage663
dc.identifier.urihttps://hdl.handle.net/11421/3510
dc.identifier.urihttps://doi.org/10.1080/08856257.2019.1580840
dc.identifier.volume34
dc.language.isoen
dc.relation.ispartofEuropean Journal of Special Needs Education
dc.rightsrestrictedAccess
dc.subjectChecklist
dc.subjectInclusion (mineral)
dc.subjectExtant taxon
dc.subjectMedical education
dc.subjectPsychology
dc.subjectSpecial education
dc.subjectPedagogy
dc.subjectMathematics education
dc.subjectMedicine
dc.subject.sdg4
dc.titleHow complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings?
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5018649485

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