Citations (141)
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Lesley Batty & Katie Reilly. (2023) Understanding barriers to participation within undergraduate STEM laboratories: towards development of an inclusive curriculum. Journal of Biological Education 57:5, pages 1147-1169.
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Pınar Mercan Küçükakın & Tuba Gökmenoğlu. (2023) Fraser’s social justice theory revisited: experiences of Turkish immigrant children in Northern Cyprus from the parental perspective. Education 3-13 0:0, pages 1-13.
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Andrea Kleeberg-Niepage, David Brehme, Lena-Marie Bendfeldt & Kathrin Jansen. (2022) What makes a good school? Perspectives of students at inclusive secondary schools in Germany. International Journal of Inclusive Education 0:0, pages 1-23.
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Denisa Denglerová, Jan Kalenda, Radim Šíp & Markéta Košatková. (2022) Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020. International Journal of Inclusive Education 0:0, pages 1-18.
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Ana Virginia López-Fuentes & Raquel Fernández-Fernández. (2021) Analysing the potential of Disney-Pixar films for educating young children in inclusive values. International Journal of Inclusive Education 0:0, pages 1-18.
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Ruby Grant, Kim Beasy & Bianca Coleman. (2021) Homonormativity and celebrating diversity: Australian school staff involvement in gay-straight alliances. International Journal of Inclusive Education 25:8, pages 960-975.
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William Kinsella. (2020) Organising inclusive schools. International Journal of Inclusive Education 24:12, pages 1340-1356.
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Jessica K. Bacon & Priya Lalvani. (2019) Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula. Curriculum Inquiry 49:4, pages 387-404.
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Gunnlaugur Magnússon, Kerstin Göransson & Gunilla Lindqvist. (2019) Contextualizing inclusive education in educational policy: the case of Sweden. Nordic Journal of Studies in Educational Policy 5:2, pages 67-77.
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Eleni Damianidou & Helen Phtiaka. (2018) Implementing inclusion in disabling settings: the role of teachers’ attitudes and practices. International Journal of Inclusive Education 22:10, pages 1078-1092.
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Simmi Chhabra, Kabita Bose & Neerja Chadha. (2018) Early Childhood Educators’ Perspectives and Practices About Inclusion of Children With Special Needs in Botswana. Journal of Research in Childhood Education 32:2, pages 234-249.
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Laura Boynton Hauerwas & Jennifer Mahon. (2018) Secondary teachers’ experiences with students with disabilities: examining the global landscape. International Journal of Inclusive Education 22:3, pages 306-322.
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Elizabeth Cassidy Parker & Tami J. Draves. (2018) Tensions and perplexities within teacher education and P–12 schools for music teachers with visual impairments. Arts Education Policy Review 119:1, pages 42-52.
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David Lansing Cameron. (2017) Teacher preparation for inclusion in Norway: a study of beliefs, skills, and intended practices. International Journal of Inclusive Education 21:10, pages 1028-1044.
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Nigel Cox. (2017) Enacting disability policy through unseen support: the everyday use of disability classifications by university administrators. Journal of Education Policy 32:5, pages 542-563.
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María Cioè-Peña. (2017) The intersectional gap: how bilingual students in the United States are excluded from inclusion. International Journal of Inclusive Education 21:9, pages 906-919.
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Claes Nilholm & Kerstin Göransson. (2017) What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education 32:3, pages 437-451.
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Catriona L. de Bruin. (2017) Conceptualizing effectiveness in disability research. International Journal of Research & Method in Education 40:2, pages 113-136.
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Colton Brydges & Paul Mkandawire. (2017) Perceptions and Concerns about Inclusive Education among Students with Visual Impairments in Lagos, Nigeria. International Journal of Disability, Development and Education 64:2, pages 211-225.
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Kyriaki Messiou. (2017) Research in the field of inclusive education: time for a rethink?. International Journal of Inclusive Education 21:2, pages 146-159.
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Chijioke Dike Uba & Kechinyerem Amaka Nwoga. (2016) Understanding stigma from a sociocultural context: mothers’ experience of stigma directed towards children with special educational needs. International Journal of Inclusive Education 20:9, pages 975-994.
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Kate Hughes, Tim Corcoran & Roger Slee. (2016) Health-inclusive higher education: listening to students with disabilities or chronic illnesses. Higher Education Research & Development 35:3, pages 488-501.
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Annet De Vroey, Elke Struyf & Katja Petry. (2016) Secondary schools included: a literature review. International Journal of Inclusive Education 20:2, pages 109-135.
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Jennifer Randhare Ashton. (2016) Keeping up with the class: A critical discourse analysis of teacher interactions in a co-teaching context. Classroom Discourse 7:1, pages 1-17.
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Anastasia Liasidou. (2016) Disabling discourses and human rights law: a case study based on the implementation of the UN Convention on the Rights of People with Disabilities. Discourse: Studies in the Cultural Politics of Education 37:1, pages 149-162.
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Cath Gristy. (2015) Engaging with and moving on from participatory research: A personal reflection. International Journal of Research & Method in Education 38:4, pages 371-387.
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Mona Asbjørnslett, Gunn Helene Engelsrud & Sølvi Helseth. (2015) Inclusion and participation in everyday school life: experiences of children with physical (dis)abilities. International Journal of Inclusive Education 19:2, pages 199-212.
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Line Torbjørnsen Hilt. (2015) Included as excluded and excluded as included: minority language pupils in Norwegian inclusion policy. International Journal of Inclusive Education 19:2, pages 165-182.
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Judith Selvaraj. (2015) Inclusive education in New Zealand: policies, politics and contradictions. International Journal of Inclusive Education 19:1, pages 86-101.
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Annie Venville, Annette F. Street & Ellie Fossey. (2014) Good intentions: teaching and specialist support staff perspectives of student disclosure of mental health issues in post-secondary education. International Journal of Inclusive Education 18:11, pages 1172-1188.
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Sarah Schlessinger. (2014) Focus on Middle School: Inquiry and Intellectualism: Professional Development for Inclusive Education. Childhood Education 90:6, pages 458-461.
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Zalizan M. Jelas & Manisah Mohd Ali. (2014) Inclusive education in Malaysia: policy and practice. International Journal of Inclusive Education 18:10, pages 991-1003.
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Wayne Veck. (2014) Inclusive pedagogy: ideas from the ethical philosophy of Emmanuel Levinas. Cambridge Journal of Education 44:4, pages 451-464.
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Anastasia Liasidou & Cathy Svensson. (2014) Educating leaders for social justice: the case of special educational needs co-ordinators. International Journal of Inclusive Education 18:8, pages 783-797.
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Hermína Gunnþórsdóttir & Ingólfur Ásgeir Jóhannesson. (2014) Additional workload or a part of the job? Icelandic teachers' discourse on inclusive education. International Journal of Inclusive Education 18:6, pages 580-600.
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Wayne Veck. (2014) Hope, disability and inclusive participation in education. International Journal of Inclusive Education 18:2, pages 177-195.
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Alison S. Gable. (2014) Disability theorising and real-world educational practice: a framework for understanding. Disability & Society 29:1, pages 86-100.
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Eleni Tragoulia & Vasilis Strogilos. (2013) Using dialogue as a means to promote collaborative and inclusive practices. Educational Action Research 21:4, pages 485-505.
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Jude MacArthur. (2013) Sustaining friendships, relationships, and rights at school. International Journal of Inclusive Education 17:8, pages 793-811.
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Nancy Higgins, Hazel Phillips & Christine Cowan. (2013) Eighty years of growing up kāpo (blind) Māori: what can we learn about inclusive education in New Zealand?. International Journal of Inclusive Education 17:8, pages 812-826.
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Mualla Erkilic & Selen Durak. (2013) Tolerable and inclusive learning spaces: an evaluation of policies and specifications for physical environments that promote inclusion in Turkish Primary Schools. International Journal of Inclusive Education 17:5, pages 462-479.
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Anastasia Liasidou. (2013) Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice. Disability & Society 28:3, pages 299-312.
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Alicia
A. Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera & Christina Steel. (2012) Teacher counternarratives: transgressing and ‘restorying’ disability in education. International Journal of Inclusive Education 16:8, pages 825-842.
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Hayley Fitzgerald. (2012)
‘Drawing’ on disabled students’ experiences of physical education and stakeholder responses. Sport, Education and Society 17:4, pages 443-462.
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Christine Winter. (2012) Spaces and places for disrupting thinking about inclusive education in Hard Times
. International Journal of Inclusive Education 16:5-6, pages 551-565.
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Nicolina Montesano Montessori & Petra Ponte. (2012) Researching classroom communications and relations in the light of social justice. Educational Action Research 20:2, pages 251-266.
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Mary
Ellen Bargerhuff, Donna
J. Cole & Laura Teeters. (2012) Using a transdisciplinary model to address inequities in field placements for teacher candidates with disabilities. International Journal of Inclusive Education 16:2, pages 185-206.
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S.
Anthony Thompson. (2012) Thrice disabling disability: enabling inclusive, socially just teacher education. International Journal of Inclusive Education 16:1, pages 99-117.
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Jennifer Randhare Ashton. (2011) The CEC Professional Standards: a Foucauldian genealogy of the re/construction of special education. International Journal of Inclusive Education 15:8, pages 775-795.
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Jackie Ravet. (2011) Inclusive/exclusive? Contradictory perspectives on autism and inclusion: the case for an integrative position. International Journal of Inclusive Education 15:6, pages 667-682.
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Linda
Anne Barkas. (2011) ‘Teaching’ or ‘support’? The poisoned chalice of the role of Students’ Skills Centres. Journal of Further and Higher Education 35:2, pages 265-286.
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Deborah Osberg & Gert Biesta. (2010) The end/s of education: complexity and the conundrum of the inclusive educational curriculum. International Journal of Inclusive Education 14:6, pages 593-607.
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Thi Xuan Thuy Nguyen. (2010) Deconstructing Education for All: discourse, power and the politics of inclusion. International Journal of Inclusive Education 14:4, pages 341-355.
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PatriciaE. Bourke. (2010) Inclusive education reform in Queensland: implications for policy and practice. International Journal of Inclusive Education 14:2, pages 183-193.
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Kerry Purdue, Diane Gordon‐Burns, Alexandra Gunn, Barbara Madden & Nicola Surtees. (2009) Supporting inclusion in early childhood settings: some possibilities and problems for teacher education. International Journal of Inclusive Education 13:8, pages 805-815.
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N. Higgins, J. MacArthur & B. Kelly. (2009) Including disabled children at school: is it really as simple as ‘a, c, d’?. International Journal of Inclusive Education 13:5, pages 471-487.
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Anne Moran. (2009) Can a competence or standards model facilitate an inclusive approach to teacher education?. International Journal of Inclusive Education 13:1, pages 45-61.
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Estelle Swart & Marietjie Oswald. (2008) How teachers navigate their learning in developing inclusive learning communities. Education as Change 12:2, pages 91-108.
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Anastasia Liasidou. (2008) Politics of inclusive education policy‐making: the case of Cyprus 4784 (excluding references). International Journal of Inclusive Education 12:3, pages 229-241.
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Pat Sikes, Hazel Lawson & Maureen Parker. (2007) Voices on: teachers and teaching assistants talk about inclusion. International Journal of Inclusive Education 11:3, pages 355-370.
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Anne‐Lise Arnesen, Reetta Mietola & Elina Lahelma. (2007) Language of inclusion and diversity: policy discourses and social practices in Finnish and Norwegian schools. International Journal of Inclusive Education 11:1, pages 97-110.
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Lesley Abbott. (2006) Northern Ireland head teachers’ perceptions of inclusion. International Journal of Inclusive Education 10:6, pages 627-643.
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Jackie Lambe & Robert Bones. (2006) Student teachers’ perceptions about inclusive classroom teaching in Northern Ireland prior to teaching practice experience. European Journal of Special Needs Education 21:2, pages 167-186.
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Alison Kearney & Ruth Kane. (2006) Inclusive education policy in New Zealand: reality or ruse?. International Journal of Inclusive Education 10:2-3, pages 201-219.
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Linda Ware. (2006) Urban educators, disability studies and education: excavations in schools and society. International Journal of Inclusive Education 10:2-3, pages 149-168.
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Derrick Armstrong
. (2005) Reinventing ‘inclusion’: New Labour and the cultural politics of special education. Oxford Review of Education 31:1, pages 135-151.
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RobynM. Gillies & Suzanne Carrington. (2004) Inclusion: Culture, Policy and Practice: A Queensland Perspective. Asia Pacific Journal of Education 24:2, pages 117-128.
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VALMAE YPINAZAR
& PAUL PAGLIANO. (2004) Seeking inclusive education: disrupting boundaries of ‘special’ and ‘regular’ education. International Journal of Inclusive Education 8:4, pages 423-442.
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Julie Allan. (2004) Deterritorializations: Putting postmodernism to work on teacher education and inclusion. Educational Philosophy and Theory 36:4, pages 417-432.
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Mary
Louise Rasmussen. (2003) Queer trepidations and the art of inclusion. Melbourne Studies in Education 44:1, pages 87-107.
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Margaret
Kamla Kumar. (2003) Strands of knowledge: Weaving international student subjectivity and hybridity into undergraduate curriculum.. Melbourne Studies in Education 44:1, pages 63-85.
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Jan Edwards. (2003) Students researching their subjectivities as constructed by Australian ‘mutual obligation’ policies. Melbourne Studies in Education 44:1, pages 23-44.
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Tanushree Sarkar. Learning for all? Ableism, education policy, and the 'global learning crisis' in India. International Journal of Inclusive Education 0:0, pages 1-17.
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Claudia Mitchell, Naydene De Lange & Nguyen-Thi Xuan Thuy. (2008) “Let’s not leave this problem”: exploring inclusive education in rural South Africa. PROSPECTS 38:1, pages 99-112.
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Lindy Zaretsky. (2007) A transdisciplinary team approach to achieving moral agency across regular and special education in K‐12 schools. Journal of Educational Administration 45:4, pages 496-513.
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Anne-Claire Fisher. (2016) creating a discourse of difference. Education, Citizenship and Social Justice 2:2, pages 159-192.
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Sue Pearson. (2007) Preparing for inclusive education: the pre-course experiences of prospective secondary school teachers on a UK-based training course. Journal of Research in Special Educational Needs 7:2, pages 124-135.
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