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      The climate of inclusive classrooms: the pupil perspective

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      London Review of Education

      IOE Press

      EDUCATIONAL INCLUSION, PARTICIPATION, STUDENT VOICES, CLASSROOM CLIMATE

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          Abstract

          This paper offers insights into learning experiences in inclusive classrooms, gained by giving voices to pupils about their perceptions of themselves and their opinions on classroom climate. A positive response pattern is identified concerning academic and social dimensions of schools, while the overall picture concerning the dimension of participation is more blurred. The paper argues for further explorations of the concept of educational participation in inclusive settings, not only with a focus upon the psychological classroom climate aspects, but also upon the pedagogical and didactic processes that constitute the learning conditions for pupils with disabilities included in mainstream classrooms.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 November 2011
          : 9
          : 3
          : 333-344
          Article
          1474-8460(20111101)9:3L.333;1- s6.phd /ioep/clre/2011/00000009/00000003/art00006
          10.1080/14748460.2011.616326
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          London Review of Education
          Volume 9, Issue 3

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