Inclusive education and students without special educational needs

References

• Ainscow , M. and César , M. 2006 . Inclusive education ten years after Salamanca: Setting the agenda . European Journal of Psychology of Education , 21 ( 3 ) : 231 – 38 .
   Web of Science ®Google Scholar
• Cohen , J. 1988 . Statistical power analysis for the behavioral sciences , 2nd ed , Hillsdale, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Cole , C. M. , Waldron , N. and Majd , M. 2004 . Academic progress of students across inclusive and traditional settings . Mental Retardation , 42 : 136 – 144 .
   PubMedGoogle Scholar
• Demeris , H. , Childs , R. A. and Jordan , A. 2007 . The influence of students with special needs included in grade-3 classrooms on the large-scale achievement scores on students without special needs . Canadian Journal of Education , 30 ( 3 ) : 609 – 627 .
   Google Scholar
• Driessen , G. 2004 . A large-scale longitudinal study of the utilization and effects of early childhood education and care in the Netherlands . Early Child Development and Care , 174 : 667 – 689 .
   Google Scholar
• Driessen , G. , Van Langen , A. and Vierke , H. 2002 . Basisonderwijs: Veldwerkverslag, leerlinggegevens en oudervragenlijst. Basisrapportage prima-cohortonderzoek. Vierde meting 2000/2001 [primary education: Report of fieldwork, student characteristics, and parent questionnaire. Basic report Prima cohort study. Fourth measurement 2000/2001] , Nijmegen : ITS .
   Google Scholar
• Driessen , G. , Van Langen , A. and Vierke , H. 2006 . Basisonderwijs: Veldwerkverslag, leerlinggegevens en oudervragenlijsten. Basisrapportage prima-cohortonderzoek. Zesde meting 2004–2005. [primary education: Reports of fieldwork, student characteristics and parent questionnaire. Basic report Prima cohort study. Sixth measurement 2004–2005] , Nijmegen ITS .
   Google Scholar
• Driessen , G. and Withagen , V. 1999 . Language varieties and educational achievement of indigenous primary school pupils . Language, Culture and Curriculum , 12 : 1 – 22 .
   Google Scholar
• Dyson , A. , Farrell , P. , Polat , F. , Hutcheson , G. and Gallannaugh , F. 2004 . Inclusion and pupil achievement , London : Department for Education and Skills .
   Google Scholar
• Eurydice . 2009 . Organisation of the education system in the Netherlands. 2008–2009 , Brussels : EU Education, Audiovisual and Culture Executive Agency .
   Google Scholar
• Forlin , C. 2001 . Inclusion: Identifying potential stressors for regular class teachers . Educational Research , 43 : 235 – 245 .
   Web of Science ®Google Scholar
• Forlin , C. , Hattie , J. and Douglas , G. 1996 . Inclusion: Is it stressful for teachers? . Journal of Intellectual and Developmental Disability , 21 : 199 – 217 .
   Web of Science ®Google Scholar
• Gandhi , A. G. 2007 . Context matters: Exploring relations between inclusion and reading achievement of students without disabilities . International Journal of Disability, Development and Education , 54 : 91 – 112 .
   Google Scholar
• Gerber , M. M. 1995 . Inclusion at the high-water mark? Some thoughts on Zigmond and Baker's case studies of inclusive educational programs . The Journal of Special Education , 29 : 181 – 191 .
   Web of Science ®Google Scholar
• Houtveen , A. A.M. , Booij , N. , De Jong , R. and Van De Grift , W. J.C.M. 1999 . Adaptive instruction and pupil achievement . School Effectiveness and School Improvement , 10 : 172 – 192 .
   Web of Science ®Google Scholar
• Houtveen , A. A.M. and Van De Grift , W. 2001 . Inclusion and adaptive instruction in elementary education . Journal of Education for Students Placed at Risk , 6 : 389 – 409 .
   Google Scholar
• Huber , K. D. , Rosenfeld , J. G. and Fiorello , C. A. 2001 . The differential impact of inclusion and inclusive practices on high, average and low-achieving general education students . Psychology in the Schools , 38 : 497 – 504 .
   Web of Science ®Google Scholar
• Janssen , J. and Engelen , R. 2002 . Verantwoording van de toetsen rekenen-wiskunde 2002 [An account of the tests arithmetic-mathematics 2002] , Arnhem : Citogroep .
   Google Scholar
• Kalambouka , A. , Farrell , P. , Dyson , A. and Kaplan , I. 2007 . The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers . Educational Research , 49 ( 4 ) : 365 – 382 .
   Web of Science ®Google Scholar
• Ma , X. and Klinger , D. A. 2000 . Hierarchical linear modelling of student and school effects on academic achievement . Canadian Journal of Education , 25 : 41 – 55 .
   Google Scholar
• Mash , E. J. and Wolfe , D. A. 2005 . Abnormal child psychology , 3rd ed , Belmont, CA : Thomson Wadsworth .
   Google Scholar
• McDonnell , J. , Thornson , N. , Disher , S. , Mathot-Buckner , C. , Mendel , J. and Ray , L. 2003 . The achievement of students with developmental disabilities and their peers without disabilities in inclusive settings: An exploratory study . Education and Treatment of Children , 26 ( 3 ) : 224 – 236 .
   Google Scholar
• Meijer , C. J.W. 2001 . Inclusive education and effective classroom practices , Middelfart : European Agency for Development in Special Needs Education .
   Google Scholar
• Meijer , C. J.W. 2004 . WSNS welbeschouwd [Back to school together again considered] , Antwerpen : Garant .
   Google Scholar
• Nakken , H. and Pijl , S. J. 2002 . Getting along with classmates in regular schools: A review of the effects of integration on the development of social relationships . International Journal of Inclusive Education , 6 ( 1 ) : 47 – 61 .
   Google Scholar
• Peck , C. , Staub , D. , Gallucci , C. and Schwartz , I. 2004 . Parent perception of the impacts of inclusion on their non-disabled child . Research and Practice for Persons with Severe Disabilities , 29 : 135 – 143 .
   Web of Science ®Google Scholar
• Peetsma , T. , Van Der Veen , I. , Koopman , P. and Schooten , E. 2006 . Class composition influences on pupils' cognitive development . School Effectiveness and School Improvement , 17 : 275 – 302 .
   Web of Science ®Google Scholar
• Peschar , J. L. and Meijer , C. J.W. 1997 . WSNS op weg; de evaluatie van het ‘weer samen naar school'-beleid. [WSNS on track; the evaluation of the ‘back to school together again'-policy] , Groningen : Wolters-Noordhoff .
   Google Scholar
• Pijl , S. J. , Nakken , H. and Mand , J. 2003 . Lernen im integrativen unterricht: Eine übersicht über die auswirkungen von integration auf die schulleistung von schüler/innen mit sinnesbehinderungen, körperbehinderungen and/oder geistigen behinderungen [Learning in inclusive education: An overview on the effects of integration on the academic achievement of students with sensory disabilities, physical disabilities and/or mental disabilities] . Sondernpädagogik , 30 : 236 – 242 .
   Google Scholar
• Ruijs , N. M. and Peetsma , T. 2009 . Effects of inclusion on students with and without special educational needs reviewed . Educational Research Review , 4 : 67 – 79 .
   Web of Science ®Google Scholar
• Salend , S. J. and Garrick Duhaney , L. M. 1999 . The impact of inclusion on students with and without disabilities and their educators . Remedial and Special Education , 20 : 114 – 126 .
   Web of Science ®Google Scholar
• Smeets , E. 2007 . Speciaal of apart: Onderzoek naar de omvang van het speciaal onderwijs in Nederland en andere Europese landen [special or different: Research into the size of special education in the Netherlands and other European countries] , Nijmegen : ITS .
   Google Scholar
• Staub , D. and Peck , C. A. 1994 . What are the outcomes for non-disabled students . Educational Leadership , 54 ( 4 ) : 36 – 40 .
   Google Scholar
• Van Batenburg , T. A. and Van Der Werf , M. P.C. 2004 . NSCCT niet schoolse cognitieve capaciteiten test. Voor groep 4, 6 en 8 van het basisonderwijs. Verantwoording, normering en handleiding [NSCCT non-scholastic cognitive capacities test. For grade 4, 6 and 8 of primary education. Account, standards and manual] , Groningen : GION .
   Google Scholar
• Van Kuyk , J. and Kamphuis , F. 2001 . Verantwoording van de toetsen uit de pakketten ruimte en tijd, taal voor kleuters en ordenen [An account of the tests from the packages room and time, language for pre-schoolers and arranging] , Arnhem : Citogroep .
   Google Scholar
• Wills , T. A. 1981 . Downward comparison principles in social psychology . Psychological Bulletin , 90 : 245 – 271 .
   Web of Science ®Google Scholar
• Wong , D. K.P. 2008 . Do contacts make a difference? The effects of mainstreaming on student attitudes toward people with disabilities . Research in Developmental Disabilities , 29 : 70 – 82 .
   PubMed Web of Science ®Google Scholar
• Yoon , J. S. 2002 . Teacher characteristics as predictors of teacher–student relationships: Stress, negative affect and self-efficacy . Social Behavior and Personality , 30 : 485 – 494 .
   Web of Science ®Google Scholar