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10.1080/08856257.2020.1790885
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A study of Finnish primary school teachers’ experiences of their role and competences by implementing the three-tiered support
Gunilla Eklund
Christel Sundqvist
Matilda Lindell
Heidi Toppinen
Routledge
European Journal of Special Needs Education, 2020. doi:10.1080/08856257.2020.1790885
Inclusive education
three-tiered support system
general education teachers
competence
Journal
European Journal of Special Needs Education
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
0885-6257
1469-591X
00
00
1
14
10.1080/08856257.2020.1790885
https://doi.org/10.1080/08856257.2020.1790885
VoR
2020-09-30T22:28:05+05:30
Arbortext Advanced Print Publisher 11.0.3433/W Unicode
2020-12-02T04:19:55-08:00
2020-12-02T04:19:55-08:00
Inclusive education; three-tiered support system; general education teachers; competence
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