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International Journal of Inclusive Education Volume 8, 2004 - Issue 1
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Original Articles

Mainstream‐ special school inclusion partnerships: pupil, parent and teacher perspectives

NORAH FREDERICKSONCorrespondence[email protected]
,
SANDRA DUNSMUIR
,
JANE LANG
&
JEREMY J. MONSEN
Pages 37-57 | Received 30 Nov 2002, Accepted 12 Sep 2003, Published online: 05 Aug 2006

Citations (35)

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Lidon Lashley. (2023) Stay in your lane experiences of children with Special Education Needs and/or Disabilities in two mainstream primary schools in Guyana. International Journal of Inclusive Education 27:8, pages 921-971.
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Romana Snozzi, Carmen L. A. Zurbriggen & Christoph M. Müller. (2023) School transfers in special education: frequency, direction, and timing of transfers between different school settings. European Journal of Special Needs Education 0:0, pages 1-16.
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Catherine Merrigan & Joyce Senior. (2023) Special schools at the crossroads of inclusion: do they have a value, purpose, and educational responsibility in an inclusive education system?. Irish Educational Studies 42:2, pages 275-291.
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Susan J. Atkinson, Rachel A. Takriti & Hala Elhoweris. (2021) Teachers’ perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England. Education 3-13 49:7, pages 860-871.
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Christoforos Mamas, Giovanna Hartmann Schaelli, Alan J. Daly, Henar R. Navarro & Lambri Trisokka. (2020) Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities. International Journal of Disability, Development and Education 67:4, pages 393-408.
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Bryan Coyne & Selina McCoy. (2020) Forbidden fruit? Student views on the use of tablet PCs in education. Technology, Pedagogy and Education 29:3, pages 347-360.
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Joanne Banks, Selina McCoy & Denise Frawley. (2018) One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools. European Journal of Special Needs Education 33:3, pages 396-411.
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Tim Loreman, Donna McGhie-Richmond, Alla Kolupayeva, Oksana Taranchenko, Dymtro Mazin, Cheryl Crocker & Roman Petryshyn. (2016) A Canada-Ukraine collaborative initiative for introducing inclusive education for children with disabilities in Ukraine: participant perspectives. School Effectiveness and School Improvement 27:1, pages 24-44.
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Meenakshi Srivastava, Anke de Boer & Sip Jan Pijl. (2015) Inclusive education in developing countries: a closer look at its implementation in the last 10 years. Educational Review 67:2, pages 179-195.
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Tim Loreman. (2014) Measuring inclusive education outcomes in Alberta, Canada. International Journal of Inclusive Education 18:5, pages 459-483.
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Emma Brown & Linda Henderson. (2012) Promoting staff support in schools: Solution Circles. Educational Psychology in Practice 28:2, pages 177-186.
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Rachel Dann. (2011) Secondary transition experiences for pupils with Autistic Spectrum Conditions (ASCs). Educational Psychology in Practice 27:3, pages 293-312.
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Marloes Koster, Sip Jan Pijl, Han Nakken & Els Van Houten. (2010) Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands. International Journal of Disability, Development and Education 57:1, pages 59-75.
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MahmoudM. Emam & Peter Farrell. (2009) Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools. European Journal of Special Needs Education 24:4, pages 407-422.
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Carla DiGiorgio. (2009) Application of Bourdieuian theory to the inclusion of students with learning/physical challenges in multicultural school settings. International Journal of Inclusive Education 13:2, pages 179-194.
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Una O'Connor. (2008) Meeting in the middle? A study of parent–professional partnerships. European Journal of Special Needs Education 23:3, pages 253-268.
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Kathryn Gibb, Daniel Tunbridge, Angelia Chua & Norah Frederickson. (2007) Pathways to Inclusion: Moving from special school to mainstream. Educational Psychology in Practice 23:2, pages 109-127.
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Carla DiGiorgio . (2004) A learning experience: case study of an integrated resource teacher. Westminster Studies in Education 27:2, pages 189-205.
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Articles from other publishers (17)

Ángela Barrios, Margarita Cañadas, Mari Luz Fernández & Cecilia Simón. (2022) It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students. Education Sciences 12:9, pages 588.
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Jack McKinlay, Claire Wilson, Gillian Hendry & Carrie Ballantyne. (2022) “It feels like sending your children into the lions’ den” – A qualitative investigation into parental attitudes towards ASD inclusion, and the impact of mainstream education on their child. Research in Developmental Disabilities 120, pages 104128.
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Karen Stack, Jennifer E. Symonds & William Kinsella. (2021) The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review. Research in Autism Spectrum Disorders 84, pages 101782.
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Lara Gentilini. 2021. Building Integrated Collaborative Relationships for Inclusive Learning Settings. Building Integrated Collaborative Relationships for Inclusive Learning Settings 40 76 .
Amka Amka & Mirnawati Mirnawati. (2020) Inclusive Practices: Strengthening Character Through Social Participation of Deaf Students. Pedagogia : Jurnal Pendidikan 9:2.
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Christoforos Mamas, Alan J. Daly & Giovanna Hartmann Schaelli. (2019) Socially responsive classrooms for students with special educational needs and disabilities. Learning, Culture and Social Interaction 23, pages 100334.
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Eva Lörinczová. (2017) Social Acceptance of the Integrated Students in Regular Elementary School. e-Pedagogium 17:4, pages 17-28.
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Laura Nota, Maria Cristina Ginevra, Ilaria Di Maggio & Salvatore Soresi. 2017. Working with Families for Inclusive Education. Working with Families for Inclusive Education 209 224 .
Daniel Tindall, Whitney MacDonald, Edith Carroll & Brigitte Moody. (2014) Pre-service teachers’ attitudes towards children with disabilities. European Physical Education Review 21:2, pages 206-221.
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Ana Doménech & Odet Moliner. (2014) Families Beliefs about Inclusive Education Model. Procedia - Social and Behavioral Sciences 116, pages 3286-3291.
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William N. Myhill, Renee Franklin Hill, Kristen Link, Ruth V. Small & Kelly Bunch. (2012) Developing the capacity of teacher‐librarians to meet the diverse needs of all schoolchildren: Project ENABLE. Journal of Research in Special Educational Needs 12:4, pages 201-216.
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Sue Walker, Stephanie Dunbar, Katrina Meldrum, Chrystal Whiteford, Suzanne Carrington, Kirstine Hand, Donna Berthelsen & Jan Nicholson. (2012) The transition to school of children with developmental disabilities: Views of parents and teachers. Australasian Journal of Early Childhood 37:3, pages 22-29.
Crossref
Marloes KosterAlexander E. M. G. Minnaert, Han Nakken, Sip Jan Pijl & Els J. van Houten. (2010) Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire. Journal of Psychoeducational Assessment 29:3, pages 199-213.
Crossref
Chris Forlin & Richard Rose. (2010) Authentic school partnerships for enabling inclusive education in Hong Kong. Journal of Research in Special Educational Needs 10:1, pages 13-22.
Crossref
Norah Frederickson, Elizabeth Simmonds, Lynda Evans & Chris Soulsby. (2007) Assessing the social and affective outcomes of inclusion. British Journal of Special Education 34:2, pages 105-115.
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Geoff Lindsay. (2007) Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 77:1, pages 1-24.
Crossref
Raymon P. Espaaola. (2016) Coping With Academic Difficulties: Social Experiences of Hearing-Impaired Learners in Inclusive Classrooms. SSRN Electronic Journal.
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