Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Cathryn Knight; Zoe Clegg; Carmel Conn; Matt Hutt; Tom Crick

doi:10.1111/1467-8578.12394

Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Cathryn Knight, Zoe Clegg, Carmel Conn, Matt Hutt, Tom Crick

School of Education

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

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Original language	English
Pages (from-to)	6-23
Number of pages	18
Journal	British Journal of Special Education
Volume	49
Issue number	1
DOIs	https://doi.org/10.1111/1467-8578.12394
Publication status	Published - Mar 2022

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© 2022 The Authors. British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.

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title = "Aspiring to include versus implicit {\textquoteleft}othering{\textquoteright}: teachers' perceptions of inclusive education in Wales",

author = "Cathryn Knight and Zoe Clegg and Carmel Conn and Matt Hutt and Tom Crick",

note = "Publisher Copyright: {\textcopyright} 2022 The Authors. British Journal of Special Education published by John Wiley \& Sons Ltd on behalf of National Association for Special Educational Needs.",

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T1 - Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

AU - Knight, Cathryn

AU - Clegg, Zoe

AU - Conn, Carmel

AU - Hutt, Matt

AU - Crick, Tom

PY - 2022/3

Y1 - 2022/3

UR - https://doi.org/10.1111/1467-8578.12394

U2 - 10.1111/1467-8578.12394

DO - 10.1111/1467-8578.12394

M3 - Article (Academic Journal)

SN - 0952-3383

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JO - British Journal of Special Education

JF - British Journal of Special Education

IS - 1

ER -

Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Bibliographical note

UN SDGs

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