LI ZHUAN. How Boundary-Crossing Learning Empowers Special Education Teachers’ Inclusive Professional Development: From Isolated Practitioner to Collaborative Professional Identity. International Journal of Special Education, [S. l.], v. 41, n. 21s, p. 860–876, 2026. Disponível em: https://internationalsped.com/index.php/ijse/article/view/6342. Acesso em: 9 oct. 2026.