Esther Chiner

发表

Student computer attitudes, experience and perceptions about the use of two software applications in Building Engineering

Esther Chiner, V. García-Vera, 2017 .

Research review on augmented reality as an educational resource for people with intellectual disabilities

Esther Chiner, Marcos Gómez‐Puerta, Paola Melero-Pérez, 2019, International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología..

Internet and People with Intellectual Disability: A Bibliometric Analysis

Santiago Mengual-Andrés, Esther Chiner, Marcos Gómez‐Puerta, 2020, Sustainability.

Digital inclusion and participation of people with intellectual disabilities during COVID ‐19: A rapid review and international bricolage

Vanessa N. Heitplatz, P. Plichta, Stefan Johansson, 2022, Journal of Policy and Practice in Intellectual Disabilities.

Internet use, risks and online behaviour: The view of internet users with intellectual disabilities and their caregivers

Esther Chiner, Esther Chiner, Marcos Gómez‐Puerta, 2017 .

Education and social work students’ perceptions of Internet use by people with and without intellectual disability

Esther Chiner, Marcos Gómez‐Puerta, Esther Villegas, 2020, International journal of developmental disabilities.

Opportunities and Hazards of the Internet for Students with Intellectual Disabilities: The Views of Pre-Service and In-Service Teachers

Santiago Mengual-Andrés, Esther Chiner, Marcos Gómez‐Puerta, 2019, International Journal of Disability, Development and Education.

Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions of Internet use by students with intellectual disabilities

Esther Chiner, Marcos Gómez‐Puerta, M. Cardona‐Moltó, 2022, British Journal of Learning Disabilities.

Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

Esther Chiner, Maria Cristina Cardona, Esther Chiner, 2013 .

Teachers’ beliefs about diversity: an analysis from a personal and professional perspective

Esther Chiner, M. Cardona‐Moltó, J. M. Puerta, 2015 .

Special Education Today in Spain

Esther Chiner, Shaila Rao, C. Cardona, 2014 .

Internet use and online behaviour of adults with intellectual disability: support workers’ perceptions, training and online risk mediation

Esther Chiner, Marcos Gómez‐Puerta, 2021, Disability & Society.

Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

Esther Chiner, Cristina Miralles-Cardona, María Cristina Cardona-Moltó, 2021 .

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

Esther Chiner, M. Cardona‐Moltó, Cristina Miralles-Cardona, 2021, International Journal of Sustainability in Higher Education.

Factors Influencing Graduate Students’ Preference of Software Tools for Building Engineering Applications

Victoria Eugenia García Vera, Esther Chiner, Esther Chiner, 2017 .

Internet and People with Intellectual Disability: An Approach to Caregivers' Concerns, Prevention Strategies and Training Needs

Esther Chiner, Marcos Gómez‐Puerta, M. Cardona‐Moltó, 2017 .

Teachers’ Use of Inclusive Practices in Spain

Esther Chiner, M. C. Cardona, 2013 .

THE EFFECTS OF INTERNET USE BY PEOPLE WITH AND WITHOUT INTELLECTUAL DISABILITY: STUDENT TEACHERS’ PERSPECTIVES

Esther Chiner, Marcos Gómez‐Puerta, 2019, Education and New Developments 2019.

Teachers’ perceptions on online behaviour of students with intellectual disability, risk mediation and training

Esther Chiner, Marcos Gómez‐Puerta, 2019, European Journal of Special Needs Education.