Citations (131)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (62)
Adriano Moura & Fernando Fontes. (2023) Disabling experiences and inclusive school: reframing the debate in Portugal. Journal of Education Policy 38:6, pages 1007-1023.
Read now
Read now
Su Lyn Corcoran & Dimitrina Kaneva. (2023) Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya. International Journal of Inclusive Education 27:11, pages 1239-1256.
Read now
Read now
Maithe Paula da Silva & Alexandre Anatolievich Bachkirov. (2023) Social inclusion through synergy of kindness, forgiveness, and peaceableness: A conceptual proposition. Journal of Moral Education 0:0, pages 1-17.
Read now
Read now
Omayya M. Al-Hassan, Kamal E. Bani-Hani & Mu’tasem M. Al-Masa’deh. (2023) Sign Language as a Means of Inclusion: A Case Study. International Journal of Disability, Development and Education 0:0, pages 1-15.
Read now
Read now
Lucinda McKnight. (2023) Teaching writing by formula: empowerment or exclusion?. International Journal of Inclusive Education 27:5, pages 571-585.
Read now
Read now
Karen Watson. (2023) Fear and Othering in the inclusive early childhood classroom: remnants from the past. European Early Childhood Education Research Journal 31:1, pages 8-21.
Read now
Read now
Emma Groenewald & Adré le Roux. (2023) Student agency: two students’ agentic actions in challenging oppressive practices on a diverse university campus. Higher Education Research & Development 42:1, pages 48-61.
Read now
Read now
Sølvi Mausethagen, Hege Knudsmoen & Cecilie Dalland. (2022) The clustering of public values in local educational governance: the case of inclusion. Education Inquiry 0:0, pages 1-16.
Read now
Read now
Kathy Cologon. (2022) Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education 37:3, pages 395-417.
Read now
Read now
Paige Reeves, Stella L. Ng, Meghan Harris & Shanon K. Phelan. (2022) The exclusionary effects of inclusion today: (re)production of disability in inclusive education settings. Disability & Society 37:4, pages 612-637.
Read now
Read now
Sunanta Klibthong & Joseph S. Agbenyega. (2022) Assessing issues of inclusive education from the perspectives of Thai early childhood teachers. International Journal of Early Years Education 30:2, pages 403-418.
Read now
Read now
Maria Karmiris. (2022) No place like home? – Care and disability in the inclusive elementary classroom – A consideration of the Ethical Conundrums amidst disorienting intersubjective encounters. International Journal of Inclusive Education 26:4, pages 319-332.
Read now
Read now
Bronagh Byrne. (2022) How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities’ concluding observations. International Journal of Inclusive Education 26:3, pages 301-318.
Read now
Read now
Kyriaki Makopoulou, Dawn Penney, Ross Neville & Gary Thomas. (2022) What sort of ‘inclusion’ is Continuing Professional Development promoting? An investigation of a national CPD programme for inclusive physical education. International Journal of Inclusive Education 26:3, pages 245-262.
Read now
Read now
Anette Bagger. (2022) Opportunities to display knowledge during national assessment in mathematics: a matter of access and participation. European Journal of Special Needs Education 37:1, pages 104-117.
Read now
Read now
Samantha Schulz, Melanie Baak, Garth Stahl & Ben Adams. (2021) Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents. British Journal of Sociology of Education 42:8, pages 1227-1245.
Read now
Read now
Tina Hellblom-Thibblin & Gunilla Sandberg. (2021) A dynamic ecological approach to categorisation at school, past and present. European Journal of Special Needs Education 36:5, pages 715-728.
Read now
Read now
Anne Shaw. (2021) Inclusion of disabled Higher Education students: why are we not there yet?. International Journal of Inclusive Education 0:0, pages 1-19.
Read now
Read now
Juno Tourne, Jochen Devlieghere, Rudi Roose & Lieve Bradt. (2021) No more colouring outside the lines? Exploring young people’s navigational agency in education. International Journal of Inclusive Education 0:0, pages 1-14.
Read now
Read now
Anastasia Liasidou & Elissavet Ioannidou. (2021) Disability-related bullying and its discursive formations and enactments in the social ecology of schooling. Discourse: Studies in the Cultural Politics of Education 42:4, pages 499-512.
Read now
Read now
David Armstrong. (2021) Addressing the wicked problem of behaviour in schools. International Journal of Inclusive Education 25:8, pages 976-992.
Read now
Read now
Srikala Naraian. (2021) Making inclusion matter: critical disability studies and teacher education. Journal of Curriculum Studies 53:3, pages 298-313.
Read now
Read now
Stacy Maddocks, MZ Nakooda, Saul Cobbing, Jill Hanass-Hancock & Verusia Chetty. (2021) Perceptions of care and rehabilitation for children living with HIV in KwaZulu-Natal province, South Africa. Vulnerable Children and Youth Studies 16:2, pages 151-165.
Read now
Read now
Stuart Woodcock & Brian Moore. (2021) Inclusion and students with specific learning difficulties: the double-edged sword of stigma and teacher attributions. Educational Psychology 41:3, pages 338-357.
Read now
Read now
Ian Thompson, Alice Tawell & Harry Daniels. (2021) Conflicts in professional concern and the exclusion of pupils with SEMH in England. Emotional and Behavioural Difficulties 26:1, pages 31-45.
Read now
Read now
Karen Watson. (2020) Unspeakable: the discursive production of a ‘tragic subject’ among children in the early childhood classroom. International Journal of Inclusive Education 24:13, pages 1461-1472.
Read now
Read now
William Kinsella. (2020) Organising inclusive schools. International Journal of Inclusive Education 24:12, pages 1340-1356.
Read now
Read now
Elizabeth J. Done & Mandy J. Andrews. (2020) How inclusion became exclusion: policy, teachers and inclusive education. Journal of Education Policy 35:4, pages 447-464.
Read now
Read now
Kelly Sharp, Jane M. Jarvis & Julie M. McMillan. (2020) Leadership for differentiated instruction: teachers’ engagement with on-site professional learning at an Australian secondary school. International Journal of Inclusive Education 24:8, pages 901-920.
Read now
Read now
Lotte Hedegaard-Soerensen & Sine Penthin Grumloese. (2020) Exclusion: the downside of neoliberal education policy. International Journal of Inclusive Education 24:6, pages 631-644.
Read now
Read now
Dimitra Tsakalou, Lorna Hamilton & Jane Brown. (2020) Institutional narratives and the struggle for inclusive communities in the Greek context. International Journal of Inclusive Education 24:4, pages 395-413.
Read now
Read now
Tobias Colling Larsen, Jessica Holloway & Bjørn Hamre. (2019) How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma. International Journal of Inclusive Education 23:10, pages 1049-1064.
Read now
Read now
Leechin Heng, Kathleen Quinlivan & Rosemary du Plessis. (2019) Exploring the creation of a new initial teacher education (ITE) programme underpinned by inclusion. International Journal of Inclusive Education 23:10, pages 1017-1031.
Read now
Read now
Tim Corcoran, Lise Claiborne & Ben Whitburn. (2019) Paradoxes in inclusive education: a necessary condition of relationality?. International Journal of Inclusive Education 23:10, pages 1003-1016.
Read now
Read now
Nirmala Erevelles, Elizabeth J. Grace & Gillian Parekh. (2019) Disability as meta curriculum: Ontologies, epistemologies, and transformative praxis. Curriculum Inquiry 49:4, pages 357-372.
Read now
Read now
Lalenja Harrington. (2019) Black Women’s Knowing, Unruliness and the Radical Transformation of Inclusive Postsecondary Educational Spaces. Educational Studies 55:4, pages 387-404.
Read now
Read now
Francis R. Ackah-Jnr & Joyce B. Danso. (2019) Examining the physical environment of Ghanaian inclusive schools: how accessible, suitable and appropriate is such environment for inclusive education?. International Journal of Inclusive Education 23:2, pages 188-208.
Read now
Read now
Melanie Baak. (2019) Racism and Othering for South Sudanese heritage students in Australian schools: is inclusion possible?. International Journal of Inclusive Education 23:2, pages 125-141.
Read now
Read now
David Armstrong. (2018) Addressing the wicked problem of behaviour in schools. International Journal of Inclusive Education 22:9, pages 997-1013.
Read now
Read now
Bjørn Hamre, Lotte Hedegaard-Sørensen & Søren Langager. (2018) Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists. International Journal of Inclusive Education 22:6, pages 655-670.
Read now
Read now
Paul Banahene Adjei. (2018) The (em)bodiment of blackness in a visceral anti-black racism and ableism context. Race Ethnicity and Education 21:3, pages 275-287.
Read now
Read now
N. Ruth Gasson, Greg Burnett, Lara J. Sanderson & Jacques van der Meer. (2018) (Re)Conceptualising inclusive education in New Zealand: listening to the hidden voices. Disability & Society 33:4, pages 618-637.
Read now
Read now
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.
Read now
Read now
Tina Hellblom-Thibblin. (2018) Challenges and dilemmas – a conceptual approach to children’s diversity in school. European Journal of Special Needs Education 33:1, pages 1-15.
Read now
Read now
Vasilis Strogilos, Eleni Tragoulia, Elias Avramidis, Anastasia Voulagka & Vasiliki Papanikolaou. (2017) Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society 32:8, pages 1216-1238.
Read now
Read now
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.
Read now
Read now
Umesh Sharma, Chris Forlin, Manjula Marella & Filipe Jitoko. (2017) Using indicators as a catalyst for inclusive education in the Pacific Islands. International Journal of Inclusive Education 21:7, pages 730-746.
Read now
Read now
Stuart Woodcock & Ian Hardy. (2017) Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion. International Journal of Inclusive Education 21:6, pages 667-686.
Read now
Read now
Glenys Mann, Karen Moni & Monica Cuskelly. (2016) Parents’ views of an optimal school life: using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability. International Journal of Qualitative Studies in Education 29:7, pages 964-979.
Read now
Read now
Birgit Paju, Lauri Räty, Raija Pirttimaa & Elina Kontu. (2016) The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland. International Journal of Inclusive Education 20:8, pages 801-815.
Read now
Read now
Umesh Sharma, Tim Loreman & Setareki Macanawai. (2016) Factors contributing to the implementation of inclusive education in Pacific Island countries. International Journal of Inclusive Education 20:4, pages 397-412.
Read now
Read now
Jozef Miškolci. (2016) Inclusive education in the Slovak Republic two decades after the dissolution of Czechoslovakia. International Journal of Inclusive Education 20:2, pages 199-213.
Read now
Read now
Ruth Gwernan-Jones, Darren A. Moore, Paul Cooper, Abigail Emma Russell, Michelle Richardson, Morwenna Rogers, Jo Thompson-Coon, Ken Stein, Tamsin J. Ford & Ruth Garside. (2016) A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties 21:1, pages 83-100.
Read now
Read now
Suanne Gibson. (2015) When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education 19:8, pages 875-886.
Read now
Read now
Ben Whitburn. (2015) National and international disability rights legislation: a qualitative account of its enactment in Australia. International Journal of Inclusive Education 19:5, pages 518-529.
Read now
Read now
Rosario López Gavira & Anabel Moriña. (2015) Hidden voices in higher education: inclusive policies and practices in social science and law classrooms. International Journal of Inclusive Education 19:4, pages 365-378.
Read now
Read now
Ian Hardy & Stuart Woodcock. (2015) Inclusive education policies: discourses of difference, diversity and deficit. International Journal of Inclusive Education 19:2, pages 141-164.
Read now
Read now
Claire Penketh. (2014) Invention and repair: disability and education after the UK Coalition Government. Disability & Society 29:9, pages 1486-1490.
Read now
Read now
Lorella Terzi. (2014) Reframing inclusive education: educational equality as capability equality. Cambridge Journal of Education 44:4, pages 479-493.
Read now
Read now
Anastasia Liasidou. (2014) The cross-fertilization of critical race theory and Disability Studies: points of convergence/ divergence and some education policy implications. Disability & Society 29:5, pages 724-737.
Read now
Read now
Ian Hardy & Stuart Woodcock. Inclusive education policies – objects of observance, omission, and obfuscation: ten years on … . International Journal of Inclusive Education 0:0, pages 1-19.
Read now
Read now
Anna-Lena Andersson, Anette Bagger & Anne Lillvist. Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities. European Journal of Special Needs Education 0:0, pages 1-14.
Read now
Read now
Articles from other publishers (69)
Lucinda McKnight. (2023) Storying the earth: decolonising literacy education through the pedagogical imagination. The Australian Journal of Language and Literacy.
Crossref
Crossref
Lucinda McKnight & Andy Morgan. (2022) “Good” choices vs “what really works”: a comparison of evidence-based practice in medicine and education. The Australian Educational Researcher 50:3, pages 643-659.
Crossref
Crossref
Mette Molbæk & Lotte Hedegaard-Sørensen. 2023. Building Inclusive Education in K-12 Classrooms and Higher Education. Building Inclusive Education in K-12 Classrooms and Higher Education
21
38
.
Katja N. Andersen & Anette Bagger. (2023) Language Policies in STEM Subjects: Triggering Inclusion, Exclusion, or Abjection?. Discourse and Communication for Sustainable Education 14:1, pages 85-98.
Crossref
Crossref
Stephan Kielblock & Stuart Woodcock. (2023) Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education. Teaching and Teacher Education 122, pages 103922.
Crossref
Crossref
Evdoxia Nteropoulou-Nterou. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
418
425
.
Christine Grové & Stella Laletas. 2023. Research for Inclusive Quality Education. Research for Inclusive Quality Education
233
242
.
Maria Paiewonsky, Annie Gomes Redig & Kerry Watson. 2023. Intellectual Disabilities: Health and Social Care Across the Lifespan. Intellectual Disabilities: Health and Social Care Across the Lifespan
217
227
.
Lotte Hedegaard-Sɵrensen. 2023. International Perspectives on Exclusionary Pressures in Education. International Perspectives on Exclusionary Pressures in Education
105
121
.
Elizabeth J. Done & Helen Knowler. 2023. International Perspectives on Exclusionary Pressures in Education. International Perspectives on Exclusionary Pressures in Education
1
19
.
Stuart Woodcock, Umesh Sharma, Pearl Subban & Elizabeth Hitches. (2022) Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education 117, pages 103802.
Crossref
Crossref
Grzegorz Szumski, Joanna Smogorzewska & Paweł Grygiel. (2022) Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?. PLOS ONE 17:7, pages e0270124.
Crossref
Crossref
Afaq Ahmad Mir & Abdul Waheed. (2022) Experiences of Students with Disabilities in Indian Higher Education: An Interpretative Phenomenological Study. Higher Education for the Future 9:2, pages 186-202.
Crossref
Crossref
Cathryn Knight & Tom Crick. (2021) Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis. ECNU Review of Education 5:2, pages 258-283.
Crossref
Crossref
Clare Mawson. (2022) Lost before Lockdown – the Hidden Generation Let Down by Compulsory Schooling. Childhood Vulnerability Journal 4:1-3, pages 99-119.
Crossref
Crossref
Xiao Qu. (2021) Structural barriers to inclusive education for children with special educational needs and disabilities in China. Journal of Educational Change 23:2, pages 253-276.
Crossref
Crossref
Tetyana Semigina & Olha Stoliaryk. (2022) “It was a Shock to the Whole Family”: Challenges of Ukrainian Families Raising a Child with Autism. Socialinė teorija, empirija, politika ir praktika 24, pages 8-23.
Crossref
Crossref
Hanin Bukamal. 2022. Global Perspectives on Teacher Performance Improvement. Global Perspectives on Teacher Performance Improvement
91
107
.
Yue Wang. 2022. Creative Business Education. Creative Business Education
107
119
.
John O’Rourke, Susan Main, Christina Gray & Christine Lovering. (2021) Observations of Children With Disability During Arts-Based Multisensory Story and Rhyme Activities: Is It All Just Chimes and Perfumes?. Australasian Journal of Special and Inclusive Education 45:2, pages 237-251.
Crossref
Crossref
Sylvia Mac. 2021. Neoliberalism and Inclusive Education. Neoliberalism and Inclusive Education
119
142
.
Sharon Smith & Kieron Smith. (2021) Down Syndrome as Pure Simulacrum. Journal of Literary & Cultural Disability Studies 15:3, pages 287-305.
Crossref
Crossref
Mark Vicars & Samara Van Toledo. (2021) Walking the Talk: LGBTQ Allies in Australian Secondary Schools. Frontiers in Sociology 6.
Crossref
Crossref
Clare Martin. (2021) The influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. British Journal of Special Education 48:2, pages 175-195.
Crossref
Crossref
Gillian Parekh, Robert S. Brown & Samuel Zheng. (2018) Learning Skills, System Equity, and Implicit Bias Within Ontario, Canada. Educational Policy 35:3, pages 395-421.
Crossref
Crossref
Charlotte E. Wolff, Heidi Huilla, Yannis Tzaninis, Berglind Rós Magnúsdóttir, Sirpa Lappalainen, Bowen Paulle, Piia Seppänen & Sonja Kosunen. (2021) Inclusive education in the diversifying environments of Finland, Iceland and the Netherlands: A multilingual systematic review. Research in Comparative and International Education 16:1, pages 3-21.
Crossref
Crossref
Rhonda Faragher, Mo Chen, Lucena Miranda, Kenneth Poon, Rumiati, Feng‐Ru Chang & Holly Chen. (2020) Inclusive Education in Asia: Insights From Some Country Case Studies. Journal of Policy and Practice in Intellectual Disabilities 18:1, pages 23-35.
Crossref
Crossref
Cristiano Corsini. (2020) I costi della scuola in presenza a tutti i costi: una riflessione pedagogica. CADMO:2, pages 82-93.
Crossref
Crossref
David Mc Keon. (2020) ‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland. Improving Schools 23:2, pages 159-174.
Crossref
Crossref
Andrew Bills, David Armstrong & Nigel Howard. (2019) Scaled-up ‘safety-net’ schooling and the ‘wicked problem’ of educational exclusion in South Australia: problem or solution?. The Australian Educational Researcher 47:2, pages 239-261.
Crossref
Crossref
Soraya Fallah, Bronte Reynolds & Wendy Murawski. 2020. Learning Challenges for Culturally and Linguistically Diverse (CLD) Students With Disabilities. Learning Challenges for Culturally and Linguistically Diverse (CLD) Students With Disabilities
24
51
.
Ian Hardy, Kirsten Petrie, Anita Norlund, Ingrid Henning Loeb & Kiprono Langat. 2020. Pedagogy, Education, and Praxis in Critical Times. Pedagogy, Education, and Praxis in Critical Times
65
84
.
Cecilia Azorín. 2020. Leading and Transforming Education Systems. Leading and Transforming Education Systems
165
178
.
Ian Thompson. 2020. Handbook on Promoting Social Justice in Education. Handbook on Promoting Social Justice in Education
1321
1340
.
Proscovia S. Nantongo. (2019) Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme. African Journal of Disability 8.
Crossref
Crossref
Cecilia María AZORÍN ABELLÁN & Marta SANDOVAL MENA. (2019) Apoyos para avanzar hacia una educación más inclusiva en los centros escolares: análisis de guías para la acción. Siglo Cero Revista Española sobre Discapacidad Intelectual 50:3, pages 7.
Crossref
Crossref
Harry Daniels, Ian Thompson & Alice Tawell. (2019) After Warnock: The Effects of Perverse Incentives in Policies in England for Students With Special Educational Needs. Frontiers in Education 4.
Crossref
Crossref
Ian Thompson. 2019. Handbook on Promoting Social Justice in Education. Handbook on Promoting Social Justice in Education
1
21
.
Ian Thompson. 2019. Culture in Education and Education in Culture. Culture in Education and Education in Culture
47
54
.
J. A. Sedgwick. (2017) University students with attention deficit hyperactivity disorder (ADHD): a literature review. Irish Journal of Psychological Medicine 35:3, pages 221-235.
Crossref
Crossref
Tariq Ahsan & Umesh Sharma. (2018) Pre‐service teachers’ attitudes towards inclusion of students with high support needs in regular classrooms in Bangladesh. British Journal of Special Education 45:1, pages 81-97.
Crossref
Crossref
Kristin Snoddon & Kathryn Underwood. 2018. The Palgrave Handbook of Disabled Children’s Childhood Studies. The Palgrave Handbook of Disabled Children’s Childhood Studies
85
100
.
Tania Watson. 2018. The Palgrave Handbook of Disabled Children’s Childhood Studies. The Palgrave Handbook of Disabled Children’s Childhood Studies
263
280
.
Karen Watson. 2018. The Palgrave Handbook of Disabled Children’s Childhood Studies. The Palgrave Handbook of Disabled Children’s Childhood Studies
141
157
.
Vasilis Strogilos. (2018) The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools. SHS Web of Conferences 42, pages 00003.
Crossref
Crossref
Amanda A. Webster. 2018. The Palgrave Handbook of Education Law for Schools. The Palgrave Handbook of Education Law for Schools
257
280
.
Lucinda McKnight & Emma Charlton. 2018. University Pathway Programs: Local Responses within a Growing Global Trend. University Pathway Programs: Local Responses within a Growing Global Trend
207
222
.
David Armstrong. (2017) Wicked problems in special and inclusive education. Journal of Research in Special Educational Needs 17:4, pages 229-236.
Crossref
Crossref
Stuart Woodcock & Elizabeth Hitches. (2017) Potential or problem? An investigation of secondary school teachers’ attributions of the educational outcomes of students with specific learning difficulties. Annals of Dyslexia 67:3, pages 299-317.
Crossref
Crossref
Michael Shevlin & Richard Rose. 2017. Inclusive Principles and Practices in Literacy Education. Inclusive Principles and Practices in Literacy Education
53
67
.
David Evans. 2017. Inclusive Principles and Practices in Literacy Education. Inclusive Principles and Practices in Literacy Education
35
51
.
Juliene Madureira Ferreira. (2017) What is Special in Special Education from the Inclusive Perspective?. International Journal of Early Childhood Special Education, pages 63-78.
Crossref
Crossref
Juho Honkasilta. 2017. Working with Families for Inclusive Education. Working with Families for Inclusive Education
123
141
.
Stuart Woodcock & Ian Hardy. (2017) Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research 83, pages 43-54.
Crossref
Crossref
Elga Andriana & David Evans. 2017. Inclusive Education. Inclusive Education
175
193
.
Mary Keeffe & Rittika Ghosh. 2017. Inclusion, Disability and Culture. Inclusion, Disability and Culture
313
334
.
Tina Hellblom-Thibblin & Helen Marwick. 2017. Pedagogies of Educational Transitions. Pedagogies of Educational Transitions
15
27
.
Jozef Miškolci, Derrick Armstrong & Ilektra Spandagou. (2016) Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia). Journal of Teacher Education for Sustainability 18:2, pages 53-65.
Crossref
Crossref
Jude MacArthur & Gill Rutherford. (2016) Success for All? Re-envisioning New Zealand Schools and Classrooms as Places Where ‘Rights’ Replace ‘Special’. New Zealand Journal of Educational Studies 51:2, pages 157-174.
Crossref
Crossref
Karen Watson. 2016. Interrupting the Psy-Disciplines in Education. Interrupting the Psy-Disciplines in Education
13
31
.
Melanie Baak. 2016. Challenging Dominant Views on Student Behaviour at School. Challenging Dominant Views on Student Behaviour at School
145
161
.
Joanne Deppeler, Tim Loreman & Ron Smith. 2015. Inclusive Pedagogy Across the Curriculum. Inclusive Pedagogy Across the Curriculum
1
10
.
Joanna Anderson & Christopher Boyle. (2015)
Inclusive education in
A
ustralia: rhetoric, reality and the road ahead
. Support for Learning 30:1, pages 4-22.
Crossref
Crossref
Bentina Alawari Mathias. 2015. Disability Studies. Disability Studies
105
116
.
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.
Crossref
Crossref
Kari Nes. (2014) Įtraukties indeksas: kaip jis gali skatinti įtraukųjį ugdymą ir ugdymą darniai raidai. Socialinis ugdymas 38:2, pages 28-39.
Crossref
Crossref
Paul Wood, David Evans & Ilektra Spandagou. (2014) Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective. Australasian Journal of Special Education 38:1, pages 14-33.
Crossref
Crossref
Gill Rutherford. 2014. Tales from School. Tales from School
239
254
.
Bruce Allen Knight. 2014. Origins. Origins
73
86
.