References
- Agbenyega, J. (2007). Examining teachers’ concerns and attitudes to inclusive education in Ghana. International Journal of Whole Schooling, 3, 41–56.
- Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124. doi: 10.1007/s10833-005-1298-4
- Allday, R., Neilsen-Gatti, S., & Hudson, T. M. (2013). Preparation for inclusion in teacher education pre-service curricula. Teacher Education and Special Education, 36(4), 298–311. doi: 10.1177/0888406413497485
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric.
- Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. In S. Carrington & J. Macarthur (Eds.), Teaching in inclusive school communities (pp. 65–87). Milton, Australia: John Wiley & Sons.
- Batten, A., Corbett, C., Rosenblatt, M., Withers, L., & Yuille, R. (2006). Make schools make sense: Autism and education: The reality for families today. London: National Autistic Society.
- Berry, R. W. (2010). Pre-service and early career teachers’ attitudes toward inclusion, instructional accommodations and fairness. Three profiles. The Teacher Educator, 45(2), 75–95. doi: 10.1080/08878731003623677
- Bitterman, A., Daley, T. C., Misra, S., Carlson, E., & Markowitz, J. (2008). A national sample of pre-schoolers with autism spectrum disorders: Special education services and parent satisfaction. Journal of Autism and Developmental Disorders, 38, 1509–1517. doi: 10.1007/s10803-007-0531-9
- Black-Hawkins, K., & Florian, L. (2012). Classroom teachers’ craft knowledge of their inclusive practice. Teachers and Teaching Practice, 18(5), 567–584. doi: 10.1080/13540602.2012.709732
- Boyd, B. A., Odom, S. L., Humphreys, B. P., & Sam, A. M. (2010). Infants and toddlers with autism spectrum disorder: Early identification and early intervention. Journal of Early Intervention, 32, 75–98. doi: 10.1177/1053815110362690
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi: 10.1191/1478088706qp063oa
- Brewin, B. J., Renwick, R., & Fudge Schormans, A. (2008). Parental perspectives of the quality of life in school environment for children with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 23(4), 242–252. doi: 10.1177/1088357608322997
- Chakuchichi, D. (2013). Inclusive education in Zimbabwe: Mashonaland West Province. Unpublished Report, Leonard Cheshire Disability Zimbabwe Trust.
- Chhabra, S., Srivastava, R., & Srivastava, I. (2010). Inclusive education in Botswana: The perceptions of school teachers. Journal of Disability Policy Studies, 20, 219–228. doi: 10.1177/1044207309344690
- Chireshe, R. (2011). Special needs education in-service teacher trainees’ views on inclusive education in Zimbabwe. Journal of Social Science, 27(3), 157–164.
- Chireshe, R. (2013). The state of inclusive education in Zimbabwe: Bachelor of education (special needs education) students’ perceptions. Journal of Social Science, 34(3), 223–228.
- Corbetta, P. (2003). The qualitative interview. In P. Corbetta (Ed.), Social research: Theory, methods and techniques (pp. 264–286). Thousand Oaks, CA: Sage.
- Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
- De Boer, S., & Simpson, R. (2009). Successful inclusion for students with autism: Creating a complete, effective ASD inclusion program. San Francisco, CA: Jossey-Bass.
- Deluca, M., Tramonta, C., & Kett, M. (2013). Including children with disability in primary school: The case of Mashonaland, Zimbabwe. Unpublished report.
- Deppeler, J. (2006). Improving inclusive practices in Australian schools: Creating conditions for university-school collaboration in inquiry. European Journal of Psychology of Education, 21, 347–360. doi: 10.1007/BF03173421
- Donnelly, V., & Watkins, A. (2011). Teacher education for inclusion in Europe. Prospects, 41(3), 341–353. doi: 10.1007/s11125-011-9199-1
- Dyson, L. L. (2007). The unexpected effects of inclusion on the families of students with learning disabilities: A focus-group study. Learning Disabilities, 14, 185–194.
- Emam, M. M., & Farrell, P. (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), 407–422. doi: 10.1080/08856250903223070
- Falkmer, M., Anderson, K., Joosten, A., & Falkmer, T. (2015). Parents’ perspectives on inclusive schools for children with autism spectrum conditions. International Journal of Disability, Development and Education, 62(1), 1–23. doi: 10.1080/1034912X.2014.984589
- Falkmer, M., Granlund, M., Nilholm, C., & Falkmer, T. (2012). From my perspective-perceived participation in mainstream schools in students with autism spectrum conditions. Developmental Neurorehabilitation, 15, 191–201. doi: 10.3109/17518423.2012.671382
- Falkmer, M., Ochlers, K., Granlund, M., & Falkmer, T. (2015). Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders. Developmental Neurorehabilitation, 18, 365–374. doi: 10.3109/17518423.2013.850751
- Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: Engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451–465. doi: 10.1080/0305764X.2013.819068
- Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. doi: 10.1080/01411926.2010.501096
- Grbich, C. (2007). Qualitative data analysis: An introduction. London: Sage.
- Hornby, G. (2010). Preparing teachers to work with parents and families of learners with SEN in inclusive schools. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 93–101). London and New York: Routledge.
- Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for Learning, 23, 41–47. doi: 10.1111/j.1467-9604.2007.00367.x
- Humphrey, N., & Lewis, S. (2008). Make me normal: The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism, 12(1), 23–46. doi: 10.1177/1362361307085267
- Humphrey, N., & Parkinson, G. (2006). Research on interventions for children and young people on the autistic spectrum: A critical perspective. Journal of Research in Special Educational Needs, 6, 76–86. doi: 10.1111/j.1471-3802.2006.00062.x
- Ivey, J. K. (2004). What do parents expect? A study of likelihood and important issues for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 27–33. doi: 10.1177/10883576040190010401
- Johansson, T. S. (2014). He is intelligent but different: Stakeholders’ perspectives on the children on the autism spectrum in urban Indian school context. Journal of Disability, Development and Education, 61(4), 416–433. doi: 10.1080/1034912X.2014.955786
- Jones, A. P., & Frederickson, N. (2010). Multi-informants predictors of social inclusion of students with autism spectrum disorders attending mainstream school. Journal of Autism and Developmental Disorders, 40, 1094–1103. doi: 10.1007/s10803-010-0957-3
- Jordan, R. (2008). Autistic spectrum disorders: A challenge and a model for inclusion in education. British Journal of Special Education, 35, 11–15. doi: 10.1111/j.1467-8578.2008.00364.x
- Kasari, C., Freeman, S., Bauminger, N., & Alkin, M. (1999). Parental perspectives on inclusion: Effects of autism and down syndrome. Journal of Autism and Developmental Disabilities, 23(4), 242–252.
- Kisanji, J., & Saanane, C. B. (2009). Responding to Marginalization and Exclusion in Education in Tanzania. [Chapter prepared for the Research Forum]. Tempe: Institute for Inclusive Education, State University of Arizona.
- Kishida, Y., & Kemp, C. (2009). The engagement and interaction of children with autism spectrum disorder in segregated and inclusive early childhood centre-based settings. Topics in Early Childhood Special Education, 29, 105–118. doi: 10.1177/0271121408329172
- Lee, L. C. (2008). Children with autism: Quality of life and parental concerns. Journal of Autism and Developmental Disorders, 38, 1147–1160. doi: 10.1007/s10803-007-0491-0
- Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24. doi: 10.1348/000709906X156881
- Lindsay, S., Proulx, M., Scott, H., & Thompson, N. (2013). Exploring elementary school teachers’ strategies for including children with autism spectrum disorder in mainstream classes. International Journal of Inclusive Education, 18(2), 101–122. doi: 10.1080/13603116.2012.758320
- Lynch, S., & Irvine, A. (2009). Inclusive education and best practice for children with autism spectrum disorder: An integrated approach. International Journal of Inclusive Education, 13, 845–859. doi: 10.1080/13603110802475518
- Majoko, T. (2005). Specialist teachers’ perceptions on the inclusion of children with disabilities mainstream school system in Zimbabwe. B.Ed. Unpublished, Masvingo State University.
- Majoko, T. (2013). Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools. D.Ed. Unpublished, University of South Africa.
- Majoko, T. (2016). Inclusion of children with autism spectrum disorders: Listening and hearing to voices from the grassroots. Journal of Autism and Developmental Disorders, 46(4), 1429–1140. doi: 10.1007/s10803-015-2685-1
- Majoko, T. (2017). Inclusion of children experiencing parental separation and divorce in mainstream early childhood development in Zimbabwe. Early Childhood Development and Care. doi: 10.1080/03004430.2017.1319826
- Mandina, S. (2012). Bachelor of education in-service teacher trainees’ perceptions and attitudes on inclusive education in Zimbabwe. Asian Social Science, 8(13), 227–232.
- McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based enquiry. New York, NY: Pearson.
- Mpofu, J., & Shumba, A. (2012). Challenges faced by students with special educational needs in early childhood development centres in Zimbabwe as perceived by ECD trainers and parents. Anthropologist, 14(4), 327–338. doi: 10.1080/09720073.2012.11891254
- Mugweni, R. M., & Dakwa, F. E. (2013). Exploring the implementation of ‘education for all’ in early childhood development in Zimbabwe: Successes and challenges. Case Studies Journal-Issue: October, 1, 1–9.
- Musengi, M., & Chireshe, R. (2012). Inclusion of deaf students in mainstream primary schools in Zimbabwe: Challenges and opportunities. Stud Tribals, 10(2), 107–116. doi: 10.1080/0972639X.2012.11886648
- Mutepfa, M. M., Mpofu, E., & Chataika, T. (2007). Inclusive education in Zimbabwe: Policy, curriculum, practice, family and teacher education issues. Childhood Education, 83(6), 342–346. doi: 10.1080/00094056.2007.10522947
- Naicker, S. (2009). From policy to practice: A South African perspective on implementing inclusive education policy. International Journal of Whole Schooling, 3(1), 1–7.
- Ontario Ministry of Education. (2009). Number of students suspended, enrolment and rate of suspension by district school board during school years 20007–2001 to 2006–2007. Retrieved from http://www.edu.gov.on.ca/ca/eng/safeschools/pdfs/susp_tableE.pdf
- Padgett, D. K., Hawkins, R. L., Abrams, C., & Davis, A. (2006). In their own words: Trauma and substance abuse in the lives of formerly homeless women with serious mental illness. American Journal of Orthopsychiatry, 76, 461–467. doi: 10.1037/1040-3590.76.4.461
- Pantic, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Educational Inquiry, 6(3), 331–351. doi: 10.3402/edui.v6.27311
- Parsons, S., & Lewis, A. (2010). The home-education of children with special needs or disabilities or disabilities in the UK: Views of parents from an online survey. International Journal of Inclusive Education, 14, 67–86. doi: 10.1080/13603110802504135
- Parsons, S., Lewis, A., & Ellins, J. (2009). The views and experiences of parents of children with autistic spectrum disorder about educational provision: Comparison with parents of children with other disabilities from online survey. European Journal of Special Needs Education, 24, 1–34. doi: 10.1080/08856250802596790
- Ravet, J. (2011). Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative position. International Journal of Inclusive Education, 15, 667–682. doi: 10.1080/13603110903294347
- Renty, J., & Roeyers, H. (2006). Satisfaction with formal support and education for children with autism spectrum disorder: The voices of the parents. Child Care, Health and Development, 32, 371–385. doi: 10.1111/j.1365-2214.2006.00584.x
- Ritchie, J., & Lewis, J. (2003). Qualitative research practice: A guide for social science students and researchers. London: Sage.
- Roberts, J., & Kate, S. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096. doi: 10.1080/13603116.2016.1145267
- Roberts, J., & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096. doi: 10.1080/13603116.2016.1145267
- Sansosti, J., & Sansosti, F. (2012). Inclusion for students with high-functioning autism spectrum disorders: Definitions, decision-making. Psychology in the Schools, 49, 917–1931. doi: 10.1002/pits.21652
- Silverman, D. (2009). Doing qualitative research (3rd ed). Thousand Oaks, CA: Sage.
- Slee, R. (2011). The irregular school: Exclusion, schooling, and inclusive education. Abingdon: Routledge.
- Spann, S. J., Kohler, F. W., & Soenksen, D. (2003). Examining parents’ involvement in and perceptions of special education services: An interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities, 18, 228–237. doi: 10.1177/10883576030180040401
- Stacer, M. J., & Perrucci, R. (2013). Parental involvement with children at school, home and community. Journal of Family and Economic Issues, 34, 340–354. doi: 10.1007/s10834-012-9335-y
- Starks, H., & Trinidad, S. B. (2007). Choose your method: A comparison of phenomenology, discourse analysis and grounded theory. Qualitative Health Research, 17(10), 1372–1380. doi: 10.1177/1049732307307031
- Starr, E. M., & Foy, J. B. (2012). In parents’ voices: The education of children with autism spectrum disorders. Remedial and Special Education, 33, 207–216. doi: 10.1177/0741932510383161
- Starr, E., Foy, J., Cramer, K., & Singh, H. (2006). How are schools doing? Parental perceptions of children with autism spectrum disorders, down syndrome and learning disabilities: A comparative analysis. Education and Training in Developmental Disabilities, 41, 315–332.
- Stoner, J. B., & Angell, M. E. (2006). Parent perspectives on role engagement: An investigation of parents of children with ASD and their self-reported roles with education professionals (autism spectrum disorder). Focus on Autism and Other Developmental Disabilities, 21, 177–189. doi: 10.1177/10883576060210030601
- Stoner, J. B., Bock, S. J., Thompson, J. R., Angell, M. E., Heyl, B. S., & Crowley, E. P. (2005). Welcome to our world: Parent perceptions of interactions between parents of young children with ASD and education professionals. Focus on Autism and Other Developmental Disabilities, 20(1), 39–51. doi: 10.1177/10883576050200010401
- UNESCO. (1994). The Salamanca statement and framework for action on special needs education. New York, NY: Author.
- UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. New York, NY: Author.
- United Nations. (1989). Convention on the rights of the child. New York, NY: Author.
- United Nations. (2006). Convention on the rights of persons with disabilities. New York, NY: Author.
- Waddington, E., & Reed, P. (2006). Parents’ and local education authority officers’ perceptions of the factors affecting the success of inclusion of pupils with autistic spectrum disorders. International Journal of Special Education, 21, 151–164.
- Whitaker, P. (2007). Provision for youngsters with autistic spectrum disorders in mainstream schools: What parents say-and what parents want. British Journal of Special Education, 34, 170–178. doi: 10.1111/j.1467-8578.2007.00473.x
- Wong, D. K. P. (2002). Struggling in the mainstream: The case of Hong Kong. International Journal of Disability, Development and Education, 49, 79–94. doi: 10.1080/10349120120115343
- Yumak, N., & Akgul, E. (2010). Investigating elementary school administrators’ and teachers’ perceptions on children with autism. Social and Behavioural Sciences, 2(2), 910–914.
- Zablotsky, B., Boswell, K., & Smith, C. (2012). An evaluation of school involvement and satisfaction of parents of children with autism spectrum disorders. American Journal on Intellectual and Developmental Disabilities, 117, 316–330. doi: 10.1352/1944-7558-117.4.316