BARTHÉLÉMY, Véronique. Regular classroom inclusion in elementary schools: Formative assessment practices to foster all pupils’ school progression?. Swiss Journal of Educational Research, Bern, v. 36, n. 3, p. 523–544, 2018. DOI: 10.24452/sjer.36.3.5110. Disponível em: https://sjer.ch/article/view/5110. Acesso em: 12 mar. 2025.