Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions

Ineke Haakma; Anke de Boer; Sanne van Esch; Alexander Minnaert; Annette van der Putten

doi:10.1080/08856257.2021.1901374

Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions

Ineke Haakma, Anke de Boer, Sanne van Esch, Alexander Minnaert, Annette van der Putten

Developmental and behavioural disorders in education and care: assessment and intervention

Research output: Contribution to journal › Article › Academic › peer-review

Original language	English
Pages (from-to)	231-247
Number of pages	17
Journal	European Journal of Special Needs Education
Volume	36
Issue number	2
DOIs	https://doi.org/10.1080/08856257.2021.1901374
Publication status	Accepted/In press - 2021

Access to Document

10.1080/08856257.2021.1901374

Cite this

Haakma, I., de Boer, A., van Esch, S., Minnaert, A., & van der Putten, A. (Accepted/In press). Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions. European Journal of Special Needs Education, 36(2), 231-247. https://doi.org/10.1080/08856257.2021.1901374

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Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools : The teacher assistant’s role in supporting peer interactions. / Haakma, Ineke; de Boer, Anke; van Esch, Sanne; Minnaert, Alexander ; van der Putten, Annette.

In: European Journal of Special Needs Education, Vol. 36, No. 2, 2021, p. 231-247.

Research output: Contribution to journal › Article › Academic › peer-review

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AU - Minnaert, Alexander

AU - van der Putten, Annette

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