@article{CivitillodeMoorVervloed2016,
  author    = {Civitillo, Sauro and de Moor, Jan M. H. and Vervloed, Mathijs P. J.},
  title     = {Netherlands: An exploratory study},
  series = {Support for Learning : British Journal of Learning Support},
  volume    = {31},
  journal   = {Support for Learning : British Journal of Learning Support},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0268-2141},
  doi       = {10.1111/1467-9604.12119},
  pages     = {104 -- 121},
  year      = {2016},
  abstract  = {Teachers' beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed.},
  language  = {en}
}
@article{CivitilloDenessenMolenaar2016,
  author    = {Civitillo, Sauro and Denessen, Eddie and Molenaar, Inge},
  title     = {HOW TO SEE THE CLASSROOM THROUGH THE EYES OF A TEACHER: CONSISTENCY BETWEEN PERCEPTIONS ON DIVERSITY AND DIFFERENTIATION PRACTICES},
  series = {Journal of Research in Special Educational Needs},
  volume    = {16},
  journal   = {Journal of Research in Special Educational Needs},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {1471-3802},
  doi       = {10.1111/1471-3802.12190},
  pages     = {587 -- 591},
  year      = {2016},
  abstract  = {Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their pupils' needs. The present study used a qualitative research design in order to understand how four teachers who teach the same classroom of a secondary school recognise and address those diverse educational needs within a classroom. Results showed a distinct view of students' diversity within a classroom. Moreover, differentiation strategies to respond to this perceived diversity were only partially used.},
  language  = {en}
}