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International Journal of Inclusive Education Volume 24, 2020 - Issue 2
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Articles

Translating inclusive values into pedagogical actions

Sai VäyrynenUniversity of Helsinki, Open University, Helsinki, FinlandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3744-2094View further author information
ORCID Icon &
Merja PaksuniemiUniversity of Lapland, Rovaniemi, FinlandORCID Iconhttps://orcid.org/0000-0002-5884-1027View further author information
ORCID Icon
Pages 147-161 | Received 20 Sep 2017, Accepted 13 Mar 2018, Published online: 03 Apr 2018

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Kaisa Pihlainen, Serja Turunen, Anitta Melasalmi & Teija Koskela. (2023) Parents’ competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown. European Journal of Special Needs Education 38:5, pages 704-716.
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Jorun Buli-Holmberg, Hanne Marie Høybråten Sigstad, Ivar Morken & Eva Hjörne. (2023) From the idea of inclusion into practice in the Nordic countries: a qualitative literature review. European Journal of Special Needs Education 38:1, pages 79-94.
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Shakira Akabor & Nareadi Phasha. (2022) Where is Ubuntu in competitive South African schools? An inclusive education perspective. International Journal of Inclusive Education 0:0, pages 1-17.
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Leila Ansari Ricci, Sarah Benis Scheier-Dolberg & Brian K. Perkins. (2022) Transforming triads for inclusion: understanding frames of reference of special educators, general educators, and administrators engaging in collaboration for inclusion of all learners. International Journal of Inclusive Education 26:5, pages 526-539.
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Elina Nikula, Päivi Pihlaja & Petri Tapio. (2021) Visions of an inclusive school – Preferred futures by special education teacher students. International Journal of Inclusive Education 0:0, pages 1-15.
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Michele Waltz Comarú, Renato Matos Lopes, Luiza Amara Maciel Braga, Fabio Batista Mota & Cecília Galvão. (2021) A bibliometric and descriptive analysis of inclusive education in science education. Studies in Science Education 57:2, pages 241-263.
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Articles from other publishers (10)

Luisa Losada-Puente, Manoel Baña¯Castro & María Fiuza Asorey. (2023) How do Children Value Educational Inclusion? Opinions from Primary Schools. Revista Colombiana de Educación:88, pages 138-160.
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Anabel Corral-Granados, Anna Cecilia Rapp & Eli Smeplass. (2022) Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions. The Urban Review 55:1, pages 94-132.
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Shakira Akabor. (2022) Learner and Parent Perceptions of Visible Rewards at two South African High Schools: An Inclusive Education Perspective. Commonwealth Youth and Development 19:2.
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Hanin Bukamal. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education 227 244 .
Anabel Corral-Granados, Chrissie Rogers & Fredrik Kruse. (2021) The forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain. Management in Education, pages 089202062110579.
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Teija Koskela. (2021) Promoting Well-Being of Children at School: Parental Agency in the Context of Negotiating for Support. Frontiers in Education 6.
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David Pérez-Jorge, María del Carmen Rodríguez-Jiménez, Eva Ariño-Mateo & Khairi José Sosa-Gutiérrez. (2021) Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities. Education Sciences 11:4, pages 187.
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Biljana JeremićS.S. & Živorad MilenovićM.M.. (2021) Educators' perceptions regarding the inclusion of experts of various profiles into the team for inclusive education. Bastina:55, pages 457-467.
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Teija Koskela, Kaisa Pihlainen, Satu Piispa-Hakala, Riitta Vornanen & Juha Hämäläinen. (2020) Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland. Sustainability 12:21, pages 8844.
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Carmel ConnCarmel Conn. 2019. Autism, Pedagogy and Education. Autism, Pedagogy and Education 97 116 .

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