Development and Implementation of the CIRCLE Framework

References

• Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14, 401–416.
   Web of Science ®Google Scholar
• Allan, J. (2010). Questions of inclusion in Scotland and Europe. European Journal of Special Needs Education, 25, 199–208.
   Google Scholar
• Allan, J. (2012). The inclusion challenge. In T. Barow & D. Ostlund (Eds.), Bildning for alla! En pedagogisk utmaning [Education for all! A pedagogical challenge] (pp. 109–120). Kristianstad, Sweden: Kristianstad University Press.
   Google Scholar
• Aron, L., & Loprest, P. (2012). Disability and the education system. The Future of Children, 22, 97–122.
   PubMed Web of Science ®Google Scholar
• Barrett, L., Beaton, M., Head, G., McAuliffe, L., Moscardini, L., Spratt, J., & Sutherland, M. (2015). Developing inclusive practice in Scotland: The national framework for inclusion. Pastoral Care in Education, 33, 180–187.
   Web of Science ®Google Scholar
• BERA (British Education Research Association). (2011). Ethical guidelines for educational research: 2011. Retrieved from https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2011
   Google Scholar
• Black-Hawkins, K., Florian, L., & Rouse, M. (2007). Inclusion and achievement in schools. London, England: Routledge.
   Google Scholar
• Blanton, L. P., & Pugach, M. C. (2007). Collaborative programs in general and special teacher education. Washington, DC: Council of Chief State School Officers.
   Google Scholar
• Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Bristol, England: Centre for Studies on Inclusive Education.
   Google Scholar
• Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching, 19, 527–542.
   Web of Science ®Google Scholar
• Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: Ameta-analysis. Educational Research Review, 14, 33–46.
   Web of Science ®Google Scholar
• CFD [Children and Families Directorate]. Children’s rights and wellbeing division. Edinburgh, Scotland: CFD; 2014. Legal Act.
   Google Scholar
• Chen, G., & Weikart, L. A. (2008). Student background, school climate, school disorder, and student achievement: An empirical study of New York City’s middle schools. Journal of School Violence, 7(4), 3–20.
   PubMedGoogle Scholar
• Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39, 124–130.
   Web of Science ®Google Scholar
• De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15, 331–353.
   Web of Science ®Google Scholar
• Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school based prevention: Logic and theory. Psychology in the Schools, 47, 71–88.
   PubMed Web of Science ®Google Scholar
• EADSNE (European Agency for Development in Special Needs Education). (2012). Profile of inclusive teachers. Odense, Denmark: EADSNE.
   Google Scholar
• Eisenman, L. T., Pleet, A. M., Wandry, D., & McGinley, V. (2011). Voices of special education teachers in an inclusive high school: Redefining responsibilities. Remedial and Special Education, 32, 91–104.
   Web of Science ®Google Scholar
• Farrell, M. (2010). Debating special education. New York, NY: Routledge.
   Google Scholar
• Florian, L. (2012). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education, 63, 275–285.
   Web of Science ®Google Scholar
• Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29, 286–294.
   Web of Science ®Google Scholar
• Florian, L., & Black Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37, 813–828.
   Web of Science ®Google Scholar
• Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25, 594–601.
   Web of Science ®Google Scholar
• Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28, 119–135.
   Web of Science ®Google Scholar
• Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39, 17–32.
   Web of Science ®Google Scholar
• Göransson, K., & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings–A critical analysis of research on inclusive education. European Journal of Special Needs Education, 29, 265–280.
   Web of Science ®Google Scholar
• Gwernan Jones, R., & Burden, R. L. (2010). Are they just lazy? Student teachers’ attitudes about dyslexia. Dyslexia, 16, 66–86.
   PubMed Web of Science ®Google Scholar
• Hemmingsson, H., Gustavsson, A., & Townsend, E. (2007). Students with disabilities participating in mainstream schools: Policies that promote and limit teacher and therapist cooperation. Disability & Society, 22, 383–398.
   Web of Science ®Google Scholar
• Hillier, S. L., Civetta, L., & Pridham, L. (2010). A systematic review of collaborative models for health and education professionals working in school settings and implications for training. Education for Health, 23, 393–406.
   PubMedGoogle Scholar
• Hunter, C., Maciver, D., Howden, S., Forsyth, K., Adamson, A., & Bremner, L. (2013). Identification of a common language describing paediatric physiotherapy practice for children with additional support needs, to support communication with those outside the physiotherapy profession. Physiotherapy, 99, 84–91.
   PubMed Web of Science ®Google Scholar
• Kalambouka, A., Farrell, P., Dyson, A., & Kaplan, I. (2007). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research, 49, 365–382.
   Web of Science ®Google Scholar
• Kauffman, J. M., & Landrum, T. J. (2009). Characteristics of emotional and behavioral disorders of children and youth. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Kielhofner, G. (2008). Model of human occupation: Theory and application (4th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
   Google Scholar
• Koster, M., Nakken, H., Pijl, S. J., & van Houten, E. (2009). Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13, 117–140.
   Web of Science ®Google Scholar
• Law, J., Rush, R., Anandan, C., Cox, M., & Wood, R. (2012). Predicting language change between 3 and 5 years and its implications for early identification. Pediatrics, 130, e132–e137. Epub 2012 Jun 11.
   PubMed Web of Science ®Google Scholar
• Lehohla, M., & Hlalele, D. (2012). Inclusive classrooms: An ecosystemic perspective. Journal of Human Ecology, 37, 189–201.
   Google Scholar
• Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24.
   PubMed Web of Science ®Google Scholar
• MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46–52.
   Web of Science ®Google Scholar
• Maciver, D., Hunter, C., Adamson, A., Grayson, Z., Forsyth, K., & McLeod, I. (2018). Supporting successful inclusive practices for learners with disabilities in high schools: Amultisite, mixed method collective case study. Disability and Rehabilitation, 40, 1708–1717.
   PubMed Web of Science ®Google Scholar
• McLeskey, J., & Waldron, N. L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research & Practice, 26, 48–57.
   Web of Science ®Google Scholar
• Michie, S., Johnston, M., Francis, J., Hardeman, W., & Eccles, M. (2008). From theory to intervention: Mapping theoretically derived behavioural determinants to behaviour change techniques. Applied Psychology, 57, 660–680.
   Web of Science ®Google Scholar
• Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 40, 192–210.
   Web of Science ®Google Scholar
• NESSE (Network of Experts in Social Sciences of Education and Training). (2012). Education and disability/special needs: Policies and practices in education, training and employment for students with disabilities and special education needs in the EU. Brussels, Belgium: EC.
   Google Scholar
• Oh-Young, C., & Filler, J. (2015). A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities. Research in Developmental Disabilities, 47, 80–92. Epub 2015 Sep 4.
   PubMed Web of Science ®Google Scholar
• Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28, 1024–1026.
   Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Pereira, E., Cour, K. L., Jonsson, H., & Hemmingsson, H. (2010). The participation experience of children with disabilities in Portuguese mainstream schools. British Journal of Occupational Therapy, 73, 598–606.
   Web of Science ®Google Scholar
• Quinn, S., & Mullally, C. (2008). An exploration of occupational therapists’ perceptions of their role in educational settings in Ireland. Irish Journal of Occupational Therapy, 36, 4–13.
   Google Scholar
• Raghavendra, P., Olsson, C., Sampson, J., Mcinerney, R., & Connell, T. (2012). School participation and social networks of children with complex communication needs, physical disabilities, and typically developing peers. Augmentative and Alternative Communication, 28, 33–43.
   PubMed Web of Science ®Google Scholar
• Ruijs, N. M., & Peetsma, T. 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
• Scottish Government. (2010a). Summary statistics for schools in Scotland. Retrieved from http://www.gov.scot/Topics/Statistics/Browse/School-Education/Summarystatsforschools
   Google Scholar
• Scottish Government. (2010b). Scottish index of multiple deprivation. Retrieved from http://www.gov.scot/Topics/Statistics/SIMD
   Google Scholar
• Scottish Government. (2012). Getting it Right for Every Child (GIRFEC). Edinburgh, Scotland: Author.
   Google Scholar
• Shogren, K. A., McCart, A. B., Lyon, K. J., Wayne, S., & Sailor, W. S. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40, 173–191.
   Web of Science ®Google Scholar
• Shogren, K. A., & Wehmeyer, M. L. (2014). Using the core concepts framework to understand three generations of inclusive practices. Inclusion, 2, 237–247.
   Google Scholar
• Simpson, R. L., Peterson, R. L., & Smith, C. R. (2011). Critical educational program components for students with emotional and behavioral disorders: Science, policy, and practice. Remedial and Special Education, 32, 230–242.
   Web of Science ®Google Scholar
• Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. New York, NY: Routledge.
   Google Scholar
• Slee, R. (2014). Discourses of inclusion and exclusion: Drawing wider margins. Power and Education, 6, 7–17.
   Google Scholar
• Szumski, G., & Karwowski, M. (2014). Psychosocial functioning and school achievement of children with mild intellectual disability in polish special, integrative, and mainstream schools. Journal of Policy and Practice in Intellectual Disabilities, 11, 99–108.
   Web of Science ®Google Scholar
• Taylor, B., Jick, H., & MacLaughlin, D. (2013). Prevalence and incidence rates of autism in the UK: Time trend from 2004–2010 in children aged 8 years. BMJ Open, 3, e003219.
   PubMed Web of Science ®Google Scholar
• Thelen, E. (2005). Dynamic systems theory and the complexity of change. Psychoanalytic Dialogues, 15, 255–283.
   Web of Science ®Google Scholar
• Tiwari, A., Das, A., & Sharma, M. (2015). Inclusive education a “rhetoric” or “reality”? Teachers’ perspectives and beliefs. Teaching and Teacher Education, 52, 128–136.
   Web of Science ®Google Scholar
• UNICEF (United Nations International Children’s Emergency Fund). (2013). The state of the world’s children 2013: Children with disabilities. New York, NY: UNICEF.
   Google Scholar
• Whitehouse, A. J., Watt, H. J., Line, E. A., & Bishop, D. V. (2009). Adult psychosocial outcomes of children with specific language impairment, pragmatic language impairment and autism. International Journal of Language & Communication Disorders, 44, 511–528.
   PubMed Web of Science ®Google Scholar
• Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11, 522–537.
   PubMed Web of Science ®Google Scholar
• WHO (World Health Organisation). (2007). International classification of functioning, disability and health: Children and youth version. Geneva, Switzerland: WHO.
   Google Scholar