Hi Friend, Please I need help with the Abstract/Conclusion /Reference list part of an ongoing dissertation.

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***** ******* ******** ******* knowledge ***** student **** disabilities *** **** ** ********* training ** *** to **** and ******** ************** training **** *** ******* **** ******* ********** ******* that *********** ** ******* ******** ******** *** ********** ** ********* ********* ******* *** misconception ***** student with SEND ******* * teacher assumes **** *** ******* will ******* the ***** ******* *** much extra effort or **** to ***** academic ******* ******** student **** **** demand teacher to ******* ************* *********** modified ************ *** assessment *** extra ************** support ***** ******* *** ******** **** will increase ******** **** take away from ***** ability to teach *** rest ** *** class *********** **** ** resource ** ******* barrier ** ********* education **** significantly ****** ******* ********* *** experienceTeacher experience ********** ** ********* ******** ******** necessary *** ******** ******** with ************ the severe degree of ************ ********* ************ ******** ******* ********** also ******** teaching ******* ** ********* ********* ********* ******* ********* *** experience ** inclusive ******* ** ** ****** established that ******* expressed ******* ***** ***** unable ** participate ** *** ******** making process *** their children ********* ***** **** ** ********* ** ***** ** ********* with ****** ******** ****** reported ************ ********* information ***** existing ******** and **** ***** ***** ability ** **** ******** ******** ** ***** ******** ************ interprevistism ******** *** **** ** *********** ********* ** teacher and ******* ********** of ******* ******* inclusive ********* The ************ **** on article “Mainstream teachers ******** about inclusive ********* *** ******** **** ******* educational ***** *** ********** ** ******* ***** pre-pandemic conditions” ** ****** **** and ******* (2022) ***** **** ******* ******* ******** **** ** ******** **** ** ******* for ********** and support ****** ******** and *********** ************** *** SEND ******* **** ** **** perceive ** burdensome ** *** already ********* ******* ******** **** The interprevitivism ******** established that ******** *** **** ********* ******** ******* ******** **************** *** ******** ******* *** interpretive **** on journal “parents’ ********* ****** ********* ********* *** ***** perception ** inclusive ******** practice *** ************ ** ****** *** ****** 2020 *********** **** ******* ********* ****** includion of ******* **** physical disability ** learning ********** was ****** ******** *** ******* **** ****** ** ********* student strengths *** ******* ******* in ********* ********* when ***** ** atleast one ******* with *** ******** ** **** student ****** class **** ** single ******* **** SEN Interprevitism **** ** “Teacher education for ********* ********** a ********* *** developing ************* for *** ********* of ******* with ******* ******** ** Ní ****** and **** ****** established ********** ** effective **** *********** and ******* ******* *** ******** ********** faced in ********* education to incorporate ********** ************ ** collaborative practice *** ********* ** students with IEPs **** implication ** ******** *** *** ******** *** educator Interprevitism **** ** *********** **** **** *** ***** ****** established ******** ******** *** ******* *** ********* ** ** key ****** limiting inclusion ** student ** ********** ********* ** ******** change ** ******* ********* **** ***** ** **** ******* ********* the ****** ** inclusive ********* ** ******** ** *** ** **** ** ******* teacher ******** education *** ** ******** training ******* training ******* ******* ******** ************** ***** **** ** understanding ** ********* as ***** right ********* literature *********** *********** *** ************ training ** be * ******* ****** in ********* ********* ********* Teacher **** ******* ********** ******** ************ ******* competence *** **** ******** attitudes The interprevistism ******** **** to evaluate the  Conclusion(Approx *** *************** and ******** *** ******** discuss **** recommendations *** ****** ** practice ***** *** ******** ******** *** ************ *** *********** ** *** ******** *** *** ** ***** ** ********* ************ *********** new ********** ******** ** ******** ***** conclusions ****** be based ** **** *** **** ******* ********* ** your ********************** * **** ** *** ******* * 2022 ********** teachers’ ******** ***** ********* education *** ******** with ******* educational needs *** ********** ** ******* ***** ************** ***************** ** ******** in ******* *********** ********** *************** * and Schwab S **** ********** ********* towards ********* education and their *********** of inclusive ******** ********* *** resourcesEuropean ******* ** ******* ***** education35(2) ************** ****** ** *** King F 2020 Teacher ********* *** ********* ********** * ********* *** ********** ************* *** *** ********* of ******** **** ******* ************* ******* ** ******* ************** ************* * ***** * **** C **** * *** ***** T **** ******** to ******* ****** ******** ‘othering’: teachers' perceptions ** inclusive ********* in WalesBritish ******* ** Special ************** ******