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Zoniou-Sideri, A. and Vlachou, A. (2006) Greek Teachers’ Belief Systems about Disability and Inclusive Education. International Journal of Inclusive Education, 10, 379-394. https://doi.org/10.1080/13603110500430690
https://www.researchgate.net/publication/236159187_13_Zoniou-Sideri_A_Vlachou_A_2006_Greek_teachers'_belief_systems_about_disability_and_inclusive_education_International_Journal_of_Inclusive_Education_1045_379-394

has been cited by the following article:

• TITLE: The Institution of Parallel Support as a Parameter to Promote the Social Integration of Students with Attention Deficit Hyperactivity Disorder: Views of General and Special Education Teachers

  AUTHORS: Evaggelia Nikiforou

  KEYWORDS: Special and Inclusive Education, Parallel Support, ADHD

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.11, November 21, 2022

  ABSTRACT: Through this research we intend to research teachers’ perceptions for the effectiveness of parallel support in students with Attention Deficit Hyperactivity Disorder. More specifically, the focus was set on planning, implementation and the results of the implication of parallel support. A quantitative approach was employed for the above purpose. We administered a questionnaire to a sample of 137 teachers. Results suggested a positive orientation to parallel support of children with ADHD. Results are discussed for their practical implications.