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Ineke Pit-Ten Cate
Researcher at University of Luxembourg
Publications - 54
Citations - 861
Ineke Pit-Ten Cate is an academic researcher from University of Luxembourg. The author has contributed to research in topics: Special education & Inclusion (education). The author has an hindex of 15, co-authored 53 publications receiving 642 citations. Previous affiliations of Ineke Pit-Ten Cate include New York University & Rusk Institute of Rehabilitation Medicine.
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Disability and quality of life in spina bifida and hydrocephalus
TL;DR: It was concluded that hydrocephalus is just as great a threat to CQOL as spina bifida, and family resources represent an additional influence on C QOL.
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Physiological correlates of intellectual function in children with sickle cell disease: hypoxaemia, hyperaemia and brain infarction.
Alexandra M. Hogan,Alexandra M. Hogan,Ineke Pit-Ten Cate,Faraneh Vargha-Khadem,M Prengler,Fenella J. Kirkham,Fenella J. Kirkham,Fenella J. Kirkham +7 more
TL;DR: The mediated relationship between daytime oxyhaemoglobin saturation, cerebral blood flow velocity and intellectual function and IQ is investigated using path-analysis in 30 adolescents with sickle cell disease, suggesting that lowered IQ may be a function of abnormal oxygen delivery to the brain.
Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes.
TL;DR: In this article, the authors discuss teacher competencies concerning the accommodation of students with special education needs in regular classrooms, not only as a determinant of effective inclusive practice, but also in relation to teacher attitudes toward inclusive education.
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What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education
TL;DR: This article examined how various conceptualisations relate to people's attitudes about inclusion in education, and assigned the varying characteri cation to different conceptualisations. But they did not examine the relationship between different conceptualizations and the attitudes of students towards inclusion.
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Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory
TL;DR: In this article, the authors investigate the kinds of information teachers took into account about ethnic minority students when making school placement recommendations and find that judgments were less accurate for ethnic minority than for ethnic majority students.