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Educational Review Volume 53, 2001 - Issue 2: Inclusion in Practice
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Original Articles

Primary School Teacher Perceptions of the Conditions Required to Include Pupils with Special Educational Needs

Richard Rose
Pages 147-156 | Published online: 02 Jul 2010

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  • BOOTH, T., AINSCOW, M., and DYSON, A., 1997. Understandin g inclusion and exclusion in the English competitive education system, Internationa l Journal of Inclusive Education 1 ((4)) (1997), pp. 337–355.
  • DEPARTMENT FOR EDUCATION AND EMPLOYMENT (DfEE), 1997. Excellence for All Children. London: The Stationery Of? ce; 1997.
  • DYSON, A., MILLWARD, A., and SKIDMORE, D., 1994. Beyond the whole school approach: an emerging model of special needs practice and provision in mainstream secondary schools, British Educational Research Journal 20 ((3)) (1994), pp. 301–317.
  • DYSON, A., and GAINS, C., 1995. The role of the special needs co-ordinator : poisoned chalice or crock of gold?, Support for Learning 10 ((2)) (1995), pp. 50–56.
  • FARRELL, M., 1998. The role of the special educational needs co-ordinator : looking forward, Support for Learning 13 ((2)) (1998), pp. 82–86.
  • FLORIAN, L., 1998a. "Inclusive practice: what, why and how?". In: TILSTONE, C., FLORIAN, L., and ROSE, R., eds. Promoting Inclusive Practice. London: Routledge; 1998a. pp. 13–26.
  • FLORIAN, L., 1998b. An examination of the practical problems associated with the impementation of inclusive education policies, Support for Learning 13 ((3)) (1998b), pp. 105–108.
  • GARNER, P., 1996. Students' views on special educational needs courses in initial teacher education, British Journal of Special Education 23 ((4)) (1996), pp. 176–190.
  • GARNER, P., 2000. Pretzel only policy? Inclusion in the real world of initial teacher education, British Journal of Special Education 27 ((3)) (2000), pp. 111–116.
  • GIANGRECO, M. F., 1997. Key lessons learned about inclusive education: summary of the 1996 Schonell memorial lecture, International Journal of Disability 44 ((3)) (1997), pp. 193–206.
  • HERON, E., and JORGENSEN, C. M., 1994. Addressing learning differences right from the start, Educational Leadership 52 ((4)) (1994), pp. 56–58.
  • JENKINSON, J., 1997. Mainstream or Special?. London: Routledge; 1997.
  • LEWIS, A., 1995. Children's Understandin g of Disability. London: Routledge; 1995.
  • LIPSKY, D. K., and GARTNER, A., 1996. Inclusion, school restructuring , and the remaking of American society, Harvard Educational Review 66 ((4)) (1996), pp. 762–796.
  • LOGAN, K., and MALONE, M., 1998. Comparing instructiona l contexts of students with and without severe disabilities in general education classrooms, Exceptional Children 64 ((3)) (1998), pp. 343–358.
  • PORTER, G. L., 1997. "Critical elements for inclusive schools". In: PIJL, S., MEIJER, C. J. E., and HEGARTY, S., eds. Inclusive Education: a global agenda. London: Routledge; 1997.
  • ROSE, R., 1998. "The curriculum: a vehicle for inclusion or a lever for exclusion?". In: TILSTONE, C., FLORIAN, L., and ROSE, R., eds. Promoting Inclusive Practice. London: Routledge; 1998.
  • ROSE, R., and HOWLEY, M., 2001. "Entitlement or denial? The curriculum and its in? uences upon inclusion processes". In: OBRIEN, T., ed. Enabling Inclusion: blue skies dark clouds?. London: The Stationery Of? ce; 2001.
  • SEBBA, J., and SACHDEV, D., 1997. What Works in Inclusive Practice?. London: Barnardos; 1997.
  • THOMAS, G., WALKER, D., and WEBB, J., 1998. The Making of the Inclusive School. London: Routledge; 1998.
  • WOLCOTT, H. F., 1994. Transforming Qualitative Data. London: Sage; 1994.
  • ZIGMOND, N., and BAKER, J. M., 1995. Current and future practices in inclusive schooling, The Journal of Special Education 29 ((2)) (1995), pp. 245–250.

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