Pupils with Special Educational Needs in Mainstream Schools from the Point of View of Their Peers: A Comparison of Experiences with Inclusive Education in Czech and Russian Primary Schools

References

• Ainscow, M. (2018). Special needs through school improvement; school improvement through special needs. In C. Clart, A. Dyson, & A. Millward (Eds.), Towards inclusive schools? (pp. 63–77). London: Routledge.
   Google Scholar
• Alekhina, S. V., Alekseeva, M. I., & Agafonova, E. L. (2011 1). The willingness of teachers as the main factor in the success of the inclusive process in education. Psychological Science and Education, 2011, 83–92.
   Google Scholar
• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey Bass.
   Google Scholar
• Andreasen, F. E. (2014). Inclusion: Teachers’ perspectives and practices. Plymouth: Rowman & Littlefield.
   Google Scholar
• Armstrong, A. C., Armstrong, D., & Spandagou, I. (2010). Inclusive education: International policy and practice. Los Angeles: SAGE.
   Google Scholar
• Astin, A. W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey Bass.
   Google Scholar
• Avramidis, E. (2010). Social relationships of pupils with special educational needs in the mainstream primary class: Peer group membership and peer‐assessed social behaviour. European Journal of Special Needs Education, 25(4), 413–429.
   Google Scholar
• Belyavsky, B. V. (2017). Inclusive education in the Russian Federation: History, state and risks. Inclusion in Education, 1(5), 20–38.
   Google Scholar
• Birks, M., & Mills, J. (2015). Grounded theory: A practical guide. Los Angeles: Sage.
   Google Scholar
• Boer, de, A., Pijl, S. J., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181.
   Google Scholar
• Čapek, R. (2010). Třídní klima a školní klima. Praha: Grada Publishing.
   Google Scholar
• Chráska, M. (2016). Metody pedagogického výzkumu. Praha: Grada.
   Google Scholar
• Cutts, S., & Sigafoos, J. (2001). Social competence and peer interactions of students with intellectual disability in an inclusive high school. Journal of Intellectual & Developmental Disability, 2001(26), 127–141.
   Google Scholar
• Daniels, H., & Garner, P. (2013). Inclusive education. London: Routledge.
   Google Scholar
• Dinh, T. N., & Le, T. H. (2010). How-to guide: Preparing teachers for inclusive education. Vietnam: Catholic Relief Services.
   Google Scholar
• Dunn, R. J., & Harris, L. G. (1998). Organizational dimensions of climate and the impact on school achievement. Journal of Instructional Psychology, 25(2), 100–114.
   Google Scholar
• Ekins, A. (2015). The changing face of special educational needs: Impact and implications for SENCOs, teachers and their schools. New Yok: Routledge.
   Google Scholar
• Fetalieva, L. P. (2015). The formation of inclusive education of younger students with special educational needs. Bulletin of the Social Pedagogical Institute, 4(16), 63–70.
   Google Scholar
• Fisher, D. L., & Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1(1), 7–34.
   Google Scholar
• Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286–294.
   Web of Science ®Google Scholar
• Forlin, C. (2010). Teacher education for inclusion: Changing paradigms and innovative approaches. New York: Routledge.
   Google Scholar
• Fraser, B. J., & Fisher, D. L. (1981). Validity and use of the My class inventory. Science Education, 65(2), 145–156.
   Google Scholar
• Fraser, B. J., & Walberg, H. J. (2005). Research on teacher-student relationships and learning environments: Context, retrospect, and prospect. International Journal of Educational Research, 43(1–2), 103–109.
   Google Scholar
• Gilbuch, J. Z. (1996). School class: How to know and educate its soul. Kiev: Scientific and Practical Center ‘Perspective’.
   Google Scholar
• Hájková, V., & Strnadová, I. (2010). Inkluzivní vzdělávání: Teorie a praxe. Praha: Grada Publishing.
   Google Scholar
• Hall, R. M., & Sandler, B. R. (1982). The classroom climate: A chilly one for women? Washington DC: Association of American Colleges.
   Google Scholar
• Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. London: Sage.
   Google Scholar
• Holeček, V. (2014). Psychologie v učitelské praxi. Praha: Grada.
   Google Scholar
• Kurysheva, E. S. (2020). Inclusive education in Russia: The goal and objectives at the present stage. Bulletin of the Volgograd State Pedagogical University, 1(144), 63–67.
   Google Scholar
• Lašek, J. (2001). Sociálně psychologické klima školních tříd a školy. Hadec Králové: Gaudeamus.
   Google Scholar
• Lašek, J., & Mareš, J. (1991). Jak změřit sociální klima třídy. Pedagogická revue, 43(6), 401–410.
   Google Scholar
• Lechta, V. (ed). (2016). Inkluzivní pedagogika. Praha: Portal.
   Google Scholar
• Lindsay, S., & McPherson, A. (2012). Experiences of social exclusion and bullying at school among children and youth with cerebral palsy. Disability and Rehabilitation, 34(2), 101–109.
   PubMed Web of Science ®Google Scholar
• Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education: A practical guide to supporting diversity in the classroom. London: Routledge.
   Google Scholar
• Luciano, S., & Savage, R. (2007). Bullying risk in children with learning difficulties in inclusive educational settings. Canadian Journal of School Psychology, 2007(22), 14–31.
   Google Scholar
• Malofeeva, N. N. (ed). (2019). The concept for the development of education of pupils with special needs in 2020–2030. Moscow: FGBNU “IKP RAO”.
   Google Scholar
• Mariani, M., Sink, C. A., Villares, E., & Berger, C. (2019). Measuring classroom climate: A validation study of the My child’s classroom inventory – Short form for parents. Professional School Counseling, 22(1), 1–14.
   Google Scholar
• Micklewright, J. (2002). Social exclusion and children: A European view for a US debate. Italy: United Nations’ Children’s Fund.
   Google Scholar
• Moree, D. (2018). Systém v ne-systému aneb inkluze rok poté. Praha: Nadace Open Society Fund.
   Google Scholar
• Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254–272.
   Web of Science ®Google Scholar
• Peng, Y., & Potměšil, M. (2015). Inclusive setting – A current issue in special education. Olomouc: Palacky University.
   Google Scholar
• Peters, B., & Potměšil, M. (2015). The role of school principals in implementing inclusive education in the Czech Republic. Olomouc: Palacky University.
   Google Scholar
• Potter, R. F., & Bolls, P. (2012). Psychophysiological measurement and meaning: Cognitive and emotional processing of media. New York: Routledge.
   Google Scholar
• Privezentseva, A. S., & Romanova, G. A. (2017). Inclusive education: Prospects implementation and readiness problems. Problems of Modern Pedagogical Education, 57(7), 135–141.
   Google Scholar
• Rillotta, F., & Nettlebeck, T. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual and Developmental Disability, 32(1), 19–27.
   PubMed Web of Science ®Google Scholar
• Rinta, T., Purves, R. S., Welch, G., Stadler, E. S., & Bissig, R. (2011). Connections between children’s feelings of social inclusion and their musical backgrounds. Journal of Social Inclusion, 2(2), 34–57.
   Google Scholar
• Romanova, G. А. (2016). About the model of development of socio-cultural competence of students in an inclusive educational environment. Problems of Modern Pedagogical Education, 53(4), 180–187.
   Google Scholar
• Rouse, M., & Lapham, K. (2013). Learning to see invisible children. Inclusion of children with disabilities in Central Asia. New York: Open Society Foundations and Central European Press.
   Google Scholar
• Simaeva, I. N., Budarina, A. O., & Sundh, S. (2019). Inclusive education in Russia and the Baltic countries: A comparative analysis. Baltic Region, 11(1), 76–91.
   Web of Science ®Google Scholar
• Sink, Ch, A., & Spencer, L. R. (2007). Teacher version of the My class inventory-Short form: An accountability tool for elementary school counselors. Professional School Counseling, 11(2), 129–139.
   Google Scholar
• Smyth, F., Shevlin, M., Buchner, T., Biewer, G., Flynn, P., Latimier, C., … Ferreira, M. A. V. (2014). Inclusive education in progress: Policy evolution in four European countries. European Journal of Special Needs Education, 29(4), 433–445.
   Web of Science ®Google Scholar
• Štech, S. (2018). Inkluzivní vzdělávání – Obtížné zvládání “rozmanitosti” v praxi. Pedagogická orientace, 28(2), 382–398.
   Google Scholar
• Tavares, W. (2011). An evaluation of the Kids are Kids disability awareness program: Increasing social inclusion among children with physical disabilities. Journal of Social Work in Disability and Rehabilitation, 2011(10), 25–35.
   Google Scholar
• Valeeva, L. A. (2015). The current state of special needs education in Russia: Inclusive policies and practices. Procedia – Social and Behavioral Sciences, 191(2015), 2312–2315.
   Google Scholar
• Vašťatková, J., & Chvál, M. (2018). K využití sémantického diferenciálu při autoevaluaci školy. Orbis Scholae, 4(1), 111–128.
   Google Scholar
• Villa, R., & Thousand, J. (2016). The inclusive education checklist: A self-assessment of best practices. Naples: Dude Publishing.
   Google Scholar