Author: Marta Licardo
Year of publication: 2018
Source: Show
Pages: 235-245
DOI Address: https://doi.org/10.15804/tner.2018.51.1.19
PDF: tner/201801/tner20180119.pdf

The purpose of the study was to determine on which domain teachers focus most during additional professional support for children with special needs and what differences there are among the groups. A total of 1863 professionals were included in the study, seven different groups of professionals were compared regarding their work on learning, motivational and social-emotional domain. Results reveal that support for students with special needs is mainly focused on the learning domain, moderately on the motivational domain and little on the social-emotional domain, with significant differences between professionals. In the social-emotional domain significant decreases occur among subject teachers, professionals in other job positions and principals.

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