Table of Contents
| Theory of mind in deaf children in the context of inclusive education | |
| Joanna Kossewska |
| Deaf identity construction: a case study | |
| Kika Hadjikakou |
| Chinese families’ adaptation to childhood deafness: implications for psychoeducational support for families with deaf children in China | |
| Liu Shenglin, Miloň Potměšil |
| Equal opportunities in mathematics: what does research on how young deaf children learn teach us? | |
| Mariana Fuentes |
| Social-psychological aspects of the application of alternative and augmentative communication (AAC) in pupils with cerebral palsy | |
| Petra Bendová |
| Social competences development in youths with a visual impairment | |
| Kamila Růžičková, Ivan Růžička |
| The sentiments, attitudes and concerns of educators when working under the conditions of inclusion | |
| Miloň Potměšil |
| Narrative research on the identity of disabled people in Tibetan culture | |
| Ge Chen |
| The adaptive behaviour of children with an intellectual disability in China | |
| Xie Yuhan |
| The attitudes of mainstream primary school teachers toward inclusive education: a perspective from the People’s Republic of China | |
| Yan Peng |
| Smoking behaviours in teenagers – companion and relationship influence mediated by the self-control effect | |
| Lei Yong, Wu Yuxuan |
| Theory of Mind in autism: more variations and more complexity than once believed | |
| Miklós Györi |
| Sensory perceptual issues in autism: why we should listen to those who experience them | |
| Olga Bogdashina |
| The use of computer technology and the internet in teaching and therapy of individuals with Autism Spectrum Disorders (ASD) | |
| Agnieszka Rynkiewicz |
| Respite care for families with children with Autism Spectrum Disorders: how services in Northamptonshire UK are working to meet the challenge | |
| David Preece |