Citations (30)
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Read on this site (20)
Kristine Black-Hawkins, Linda Maguire & Ruth Kershner. (2022) Developing inclusive classroom communities: what matters to children?. Education 3-13 50:5, pages 577-591.
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Jane Essex, Nafsika Alexiadou & Paula Zwozdiak-Myers. (2021) Understanding inclusion in teacher education – a view from student teachers in England. International Journal of Inclusive Education 25:12, pages 1425-1442.
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Claes Nilholm. (2021) Research about inclusive education in 2020 – How can we improve our theories in order to change practice?. European Journal of Special Needs Education 36:3, pages 358-370.
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Donald Maciver, Cathleen Hunter, Amanda Adamson, Zoe Grayson, Kirsty Forsyth & Iona McLeod. (2020) Development and Implementation of the CIRCLE Framework. International Journal of Disability, Development and Education 67:6, pages 608-629.
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Fabio Dovigo. (2020) Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education. European Journal of Teacher Education 43:1, pages 110-126.
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Salih Rakap, Serife Yucesoy-Ozkan & Sinan Kalkan. (2019) How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings?. European Journal of Special Needs Education 34:5, pages 663-677.
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Clare Woolhouse. (2019) Conducting photo methodologies with children: framing ethical concerns relating to representation, voice and data analysis when exploring educational inclusion with children. International Journal of Research & Method in Education 42:1, pages 3-18.
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Donald Maciver, Cathleen Hunter, Amanda Adamson, Zoe Grayson, Kirsty Forsyth & Iona McLeod. (2018) Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study. Disability and Rehabilitation 40:14, pages 1708-1717.
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Linda Dunne, Fiona Hallett, Virginia Kay & Clare Woolhouse. (2018) Spaces of inclusion: investigating place, positioning and perspective in educational settings through photo-elicitation. International Journal of Inclusive Education 22:1, pages 21-37.
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Edward M. Sosu & Ewelina Rydzewska. (2017) “Are all beliefs equal?” investigating the nature and determinants of parental attitudinal beliefs towards educational inclusion. Educational Studies 43:5, pages 516-532.
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Nafsika Alexiadou & Jane Essex. (2016) Teacher education for inclusive practice – responding to policy. European Journal of Teacher Education 39:1, pages 5-19.
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Clare Woolhouse. (2015) Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities. Gender and Education 27:2, pages 131-147.
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John M. Davis, John Ravenscroft & Nik Bizas. (2015) Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project. Child Care in Practice 21:1, pages 33-49.
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J.M. Davis & P. Deponio. (2014) Analysing conflicting approaches to dyslexia on a European project: moving to a more strategic, participatory, strength-based and integrated approach. International Journal of Inclusive Education 18:5, pages 515-534.
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Elisabeth Persson. (2013) Raising achievement through inclusion. International Journal of Inclusive Education 17:11, pages 1205-1220.
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Kyriaki Messiou. (2012) Collaborating with children in exploring marginalisation: an approach to inclusive education. International Journal of Inclusive Education 16:12, pages 1311-1322.
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Vasilis Strogilos. (2012) The cultural understanding of inclusion and its development within a centralised system. International Journal of Inclusive Education 16:12, pages 1241-1258.
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Kristine Black-Hawkins. (2012) Developing inclusive classroom practices: what guidance do commercially published texts offer teachers?. European Journal of Special Needs Education 27:4, pages 499-516.
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Nicki Hedge & Alison MacKenzie. (2012) Putting Nussbaum’s Capability Approach to work: re-visiting inclusion. Cambridge Journal of Education 42:3, pages 327-344.
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Marjatta Takala, Rune
Sarromaa Haussttätter, Astrid Ahl & George Head. (2012) Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students. European Journal of Teacher Education 35:3, pages 305-325.
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Articles from other publishers (10)
Lucy Halavage & Sophie McGhie. (2022) ‘Care’ and ‘equity’ at the heart of inclusion: Using participatory methods to gather pupil views. Educational Psychology in Scotland 22:1, pages 36-42.
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Thomas Peter Gumpel, Judah Koller, Naomi Weintraub, Shirli Werner & Vered Wiesenthal. (2020) The 3P model for creating sustainable educational reform: an epilogue to the special issue. Journal of Educational Administration 58:5, pages 571-584.
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Michael Freeman. 2020. A Magna Carta for Children?. A Magna Carta for Children?.
Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon ten Velden, Ian Finlayson, Anne O’Hare & Kirsty Forsyth. (2019) Participation of children with disabilities in school: A realist systematic review of psychosocial and environmental factors. PLOS ONE 14:1, pages e0210511.
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Solvor M. Lauritzen & Tuva S. Nodeland. (2018) “What is the problem represented to be?” Two decades of research on Roma and education in Europe. Educational Research Review 24, pages 148-169.
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Mary Isobelle Mullaney. (2017) Inclusivity through exclusivity: An evaluation of the provision of a special education needs (SEN) placement within second level art & design teacher education in the Republic of Ireland. Teaching and Teacher Education 64, pages 139-149.
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Lio Moscardini. (2014) Developing equitable elementary mathematics classrooms through teachers learning about children's mathematical thinking: Cognitively Guided Instruction as an inclusive pedagogy. Teaching and Teacher Education 43, pages 69-79.
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Svjetlana Curcic, A Miskovic, Shayna Plaut & Ciprian Ceobanu. (2014) Inclusion, Integration or Perpetual Exclusion? A Critical Examination of the Decade of Roma Inclusion, 2005–2015. European Educational Research Journal 13:3, pages 257-267.
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Nigel Beacham & Martyn Rouse. (2011) Student teachers' attitudes and beliefs about inclusion and inclusive practice. Journal of Research in Special Educational Needs 12:1, pages 3-11.
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Velibor Bobo Kovač & Maryann Jortveit. (2011) The ‘Why, What and How’ of Inclusion from the Practitioner's Point of View: Inclusion of Immigrant Children in the Norwegian Educational System. Power and Education 3:3, pages 289-303.
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