References
- Armstrong, D. 2006. “Reinventing ‘Inclusion’: New Labour and the Cultural Politics of Special Education.” In Education and the Labour Government. An Evaluation of two Terms, edited by G. Walford, 133–150. Abingdon: Taylor and Francis.
- Armstrong, A. C., D. Armstrong, and I. Spandagou. 2010. Inclusive Education: International Policy and Practice. London: Sage.
- Ayres, B. J., and D. K. Hedeen. 1997. “Creating Positive Behavioral Supports.” In Quick-guides to Inclusion. Ideas for Educating Students with Disabilities, edited by M. F. Giangreco, 113–139. Baltimore: Brookes.
- Basic Education Act (BEA). 1998. Perusopetuslaki. Finlex 628/1998. http://www.finlex.fi/fi/laki/ajantasa/1998/19980628?search5btype5d=pika&search5bpika5d=perusopetuslaki.
- Booth, T., and M. Ainscow. 2000. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE. http://www.eenet.org.uk/resources/docs/index%20english.pdf.
- Buswell, B. E., and C. B. Schaffner. 1990. “Families Supporting Inclusive Schooling.” In Support Networks for Inclusive Schooling: Interdependent Integrated Education, edited by W. Stainback, and S. Stainback, 51–63. Baltimore: Brookes.
- Carter, E. W., J. M. Asmus, and C. K. Moss. 2014. “Peer Support Interventions to Support Inclusive Schools.” In Handbook of Effective Inclusive School, edited by J. Mcleskey, N. L. Waldron, F. Spooner, and B. Algozzine, 292–305. New York: Routledge.
- Causton-Theoharis, J. 2009. The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms. Baltimore: Brookes.
- Cohen, E. G. 1994. Designing Group Work: Strategies for the Heterogeneous Classroom. 2nd ed. New York: Teachers College.
- Conderman, G., V. Bresnahan, and T. Pedersen. 2009. Purposeful Co-teaching. Real Cases and Effective Strategies. Thousand Oaks: Corwin Press.
- Council of the European Union. 2010. “Council Conclusions on the Social Dimension of Education and Training.” 3013th Education, Youth and Culture Council Meeting, Brussels, 11 May 2010 . http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/114374.pdfc.
- Darling-Hammond, L. 2009. Steady Work: How Finland is Building a Strong Teaching and Learning System. Annenberg Institute for School Reform, V.U.E. Summer, 15–25.
- Devecchi, C., F. Dettori, M. Doveston, P. Sedgwick, and J. Jament. 2012. “Inclusive Classrooms in Italy and England: The Role of Support Teachers and Teaching Assistants.” European Journal of Special Needs Education 27 (2): 171–184. doi:10.1080/08856257.2011.645587.
- Doyle, M. B. 2002. The Paraprofessional’s Guide to the Inclusive Classroom. Baltimore: Brookes.
- Duncan, J. M., and P. A. Prelock. 1998. “Communication Systems in the Classroom.” In Quick-Guides to Inclusion 2: Ideas for Educating Students with Disabilities, edited by M. F. Giangreco, 57–84. Baltimore: Brookes.
- Dutton, D. H., and D. L. Dutton. 1990. “Technology to Support Diverse Needs in Regular Classes.” In Support Networks for Inclusive Schooling: Interdependent Integrated Education, edited by W. Stainback, and S. Stainback, 51–63. Baltimore: Brookes.
- European Agency for Development in Special Needs Education (EADSNE). 2003. Key Principles for Promoting Quality in Inclusive Education: Recommendations for Policy Makers. Odense: Author.
- European Agency for Development in Special Needs Education (EADSNE). 2012. Special Needs Education Country Data. https://www.european-agency.org/publications/ereports/sne-country-data-2012/sne-country-data-2012.
- Fattig, M. L., and M. Tromey Tailor. 2009. Co-teaching in the Differentiated Classroom: Successful Collaboration, Lesson Design, and Classroom Management. San Francisco: Wiley and Sons.
- Finnish Educational Research Association. 2016. Archives of the Annual Conference of the Finnish Educational Research Association. http://www.kasvatus.net/fera/tekstisivu.tmpl?navi_id=259.
- Fox, T. J., and W. Williams. 1991. Implementing Best Practices for all Students in Their Local School: Inclusion of all Students Through Family and Community Involvement, Collaboration, and the use of School Planning Teams and Individual Student Planning Teams. Burlington: Vermont Statewide Systems Support Project, University Of Vermont.
- Gartner, A., and D. Kerzner Lipsky. 2002. Inclusion: A Service, Not a Place. Port Chester: Dude Publishing.
- Gartner, A., and D. K. Lispky. 1990. “Students as Instructional Agents.” In Support Networks for Inclusive Schooling: Interdependent Integrated Education, edited by W. Stainback, and S. Stainback, 81–93. Baltimore: Brookes.
- Giangreco, M. F. 1996. VISTA. Vermont Interdependent Services Team Approach. Baltimore: Brookes.
- Giangreco, M. F. 1997. “Key Lessons Learned About Inclusive Education: Summary of the 1996 Schonell Memorial Lecture.” International Journal of Disability, Development and Education 44 (3): 193–206. doi: 10.1080/0156655970440302
- Gibb, K., D. Tunbridge, A. Chua, and N. Frederickson. 2007. “Pathways to Inclusion: Moving From Special School to Mainstream.” Educational Psychology in Practice 23 (2): 109–127. doi:10.1080/02667360701320770.
- Halinen, I., and R. Järvinen. 2008. “Towards Inclusive Education: The Case of Finland.” Prospects 38 (1): 77–97. doi:10.1007/s11125-008-9061-2.
- Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
- Hodkinson, A. 2012. “Illusionary Inclusion: What Went Wrong with New Labour’s Landmark Educational Policy?” British Journal of Special Education 39 (1): 4–11. doi:10.1111/j.1467-8578.2012.00532.x.
- Hoskins, B. 1995. Developing Inclusive Schools: A Guide. Bloomington: Case Research Committee.
- Huebner, T. A. 2010. ““Differentiated Instruction.” Educational Leadership 67 (5): 79–81.
- Johnson, D. W. and R. T. Johnson. 1999. Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. 5th ed. Boston: Allyn and Bacon.
- Johnson, D. W., and R. T. Johnson. 2000. “Cooperative Learning Methods: A Meta-Analysis.” https://www.researchgate.net/publication/220040324_cooperative_learning_methods_a_meta-analysis.
- Kagan, S. 1992. Cooperative Learning. San Clemente: Resources for Teachers.
- Kirk, S. A., and G. O. Johnson. 1951. Educating the Retarded Child. Cambridge: Houghton Mifflin Company.
- Kiuppis, F. 2014. “Why (Not) Associate the Principle of Inclusion with Disability? Tracing Connections From the Start of the ‘Salamanca Process’.” International Journal of Inclusive Education 18 (7): 746–761. doi:10.1080/13603116.2013.826289.
- Klassen, R. M., V. M. C. Tze, S. M. Betts, and K. A. Gordon. 2011. “Teacher Efficacy Research 1998-2009: Signs of Progress or Unfulfilled Promise?” Educational Psychology Review 23 (1): 21–43. doi:10.1007/s10648-010-9141-8.
- Koegel, L. K., R. L. Koegel, and G. Dunlap. 1996. Positive Behavioral Support. Including People with Difficult Behavior in the Community. Baltimore: Paul. H. Brookes.
- Koster, M., S. J. Pijl, H. Nakken, and E. Van Houten. 2010. “Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands.” International Journal of Disability, Development and Education 57 (1): 59–75. doi:10.1080/10349120903537905.
- Kumpulainen, T., ed. 2014. Opettajat Suomessa 2013 [Teachers in Finland 2013]. Koulutuksen seurantaraportit 2014: 8. Helsinki: National Board of Education.
- Laukkanen, R., and M. Kyrö, eds. 2000. Oppia OECD: n analyyseista. [Learning from the analyses of OECD]. Helsinki: Opetushallitus.
- Legge 5 febbraio 1992, n. 194. 1992. http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/b9b27816-47b5-4031-9f4b-f0a8d1a8f364/prot104_92.pdf.
- McLeskey, J., N. L. Waldron, F. Spooner, and B. Algozzine. 2014. Handbook of Effective Inclusive School. New York: Routledge.
- Ministry of Education and Culture. 2013. Perusopetuksen Opetusryhmäkoko 2013 [Size of the Teaching Groups in Basic Education 2013]. http://www.minedu.fi/export/sites/default/OPM/Koulutus/koulutuspolitiikka/Hankkeet/pop/liitteet/Opetusryhmakoot2013.pdf.
- Murawski, W. W., and V. A. Goodwin. 2014. Effective Inclusive Schools and the co-Teaching Conundrum. In Handbook of Effective Inclusive School, edited by. J. Mcleskey, N. L. Waldron, F. Spooner, and B. Algozzine, 292–305. New York: Routledge.
- Murawski, W. W., and H. L. Swanson. 2001. “A Meta-analysis of Co-teaching Research: Where Are the Data?” Remedial and Special Education 22 (5): 258–267. doi: 10.1177/074193250102200501
- National Board of Education. 2011. Amendments and Additions to the National Core Curriculum for Basic Education. http://www.oph.fi/download/132551_amendments_and_additions_to_national_core_curriculum_basic_education.pdf.
- National Board of Education. 2014. Perusopetuksen opetussuunnitelman perusteet. [National Core Curriculum for Basic Education 2014]. Määräykset ja ohjeet 2014:96. Helsinki: Opetushallitus. http://www.oph.fi/download/163777_perusopetuksen_opetussuunnitelman_perusteet_2014.pdf.
- National Board of Education. 2016. Vipunen. Education statistics Finland. https://vipunen.fi/fi-fi/perus/sivut/erityinen-ja-tehostettu-tuki.aspx.
- National Center for Education Statistics. 2016. Digest of education statistics. https://nces.ed.gov/programs/digest/d13/tables/dt13_204.60.asp.
- Organisation for Economic Cooperation and Development (OECD). 1999. Inclusive Education at Work: Students with Disabilities in Mainstream Schools. Paris: Author.
- Puro, E., H. Sume, and T. Vehkakoski. 2011. “Erityispedagogiikan tieteenalaidentiteetin Rakentuminen professoreiden puheessa.” [The construction of the identity of special education as discipline in the professors’ speech.]Kasvatus 42 (3): 243–255.
- Rainforth, B., J. York, and C. Macdonald. 1992. Collaborative Teams for Students with Severe Disabilities: Integrating Therapy and Educational Services. Baltimore: Brookes.
- Roulstone, A., and S. Prideaux. 2008. “More Policies, Greater Inclusion? Exploring the Contradictions of New Labour Inclusive Education Policy.” International Studies on Sociology of Education 18 (1): 15–29. doi:10.1080/09620210802195939.
- Saloviita, T. 2000. “Supported Employment as a Paradigm Shift and a Cause of Legitimation Crisis.” Disability and Society 15 (1): 87–98. doi: 10.1080/09687590025784
- Saloviita, T. 2015. “Measuring Pre-service Teachers’ Attitudes Towards Inclusive Education: Psychometric Properties of the TAIS Scale.” Teaching and Teacher Education 52: 66–72. doi:10.1016/j.tate.2015.09.003.
- Saloviita, T., and T. Schaffus. 2016. “Teacher Attitudes Towards Inclusive Education in Finland and Brandenburg, Germany, and the Issue of Extra Work.” European Journal of Special Needs Education 31 (4): 458–471. doi:10.1080/08856257.2016.1194569.
- Saloviita, T., and M. Takala. 2010. “Frequency of co-Teaching in Different Teacher Categories.” European Journal of Special Needs Education 25 (4): 389–396. doi:10.1080/08856257.2010.513546.
- Saloviita, T., and A. Tolvanen. 2016a. “Attitudes of Teachers Towards Inclusive Education: Teacher-Related Factors.” Submitted for publication.
- Saloviita, T., and A. Tolvanen. 2016b. “Teacher Attitudes Towards Inclusive Education in Finland.” Submitted for publication.
- Scruggs, T. E., M. A. Mastropieri, and K. A. McDuffie. 2007. “Co-teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research.” Exceptional Children 73 (4): 392–416. doi: 10.1177/001440290707300401
- Stainback, W., and S. Stainback. 1990. “Facilitating Peer Supports and Friendships.” In Support Networks for Inclusive Schooling: Interdependent Integrated Education, edited by W. Stainback, and S. Stainback, 51–63. Baltimore: Brookes.
- Statistics Finland. 2017. Erityisopetus 2016 [Special Education 2015]. http://www.stat.fi/til/erop/2016/erop_2016_2017-06-13_tie_001_fi.html.
- Taylor, S. J. 1988. “Caught in the Continuum: A Critical Analysis of the Principle of the Least Restrictive Environment.” The Journal of the Association for Persons with Severe Handicaps 13 (1): 41–53. doi: 10.1177/154079698801300105
- Thousand, J. S., R. A. Villa, and A. I. Nevin. 2007. Differentiating Instruction: Collaborative Planning and Teaching for Universally Designed Learning. Thousand Oaks: Corwin Press.
- Tomlinson, C. A. 2005. How to Differentiate Instruction in Mixed-Ability Classrooms. Upper Saddle River: Pearson.
- United Nations. 2006. Convention on the Rights of People with Disabilities. http://www.un.org/disabilities/convention/conventionfull.shtml.
- United Nations Educational, Scientific, and Cultural Organization (UNESCO). 1994. “The Salamanca Statement and Framework for Action on Special Needs Education.” World Conference on Special Needs Education: access and Quality, Salamanca, Spain, June 7–10, 1994. http://www.unesco.org/education/pdf/salama_e.pdf.
- United Nations Educational, Scientific, and Cultural Organization (UNESCO). 2004. Changing Teaching Practices: Using Curriculum Differentiation to Respond to Students’ Diversity. Paris: Author. http://unesdoc.unesco.org/images/0013/001365/136583e.pdf.
- United Nations Educational, Scientific, and Cultural Organization (UNESCO). 2008. Conclusions and Recommendations of the 48th Session of the International Conference on Education (ED/BIE/CONFINTED 48/5). Geneva: UNESCO IBE. http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/ICE_FINAL_REPORT_eng.pdf.
- United Nations Educational, Scientific, and Cultural Organization (UNESCO). 2009. Policy Guidelines on Inclusion in Education. Paris: Author. http://unesdoc.unesco.org/images/0017/001778/177849e.pdf.
- U.S. Department of Education. 2010. Thirty-five Years of Progress in Educating Children with Disabilities Through IDEA. http://www2.ed.gov/about/offices/list/osers/idea35/history/index_pg10.html.
- van Kraayenoord, C. 2007. “Revisiting the Key Lessons Learned From Inclusive Education: Continuing the Research Agenda.” International Journal of Disability, Development and Education 54 (2): 145–149. doi:10.1080/10349120701330321.
- Vaughan, M. 2002. “An Index for Inclusion.” European Journal of Special Needs Education 17 (2): 197–201. doi: 10.1080/08856250210139316
- World Bank. 2016. Inclusive Education for Disabled Children. http://www.worldbank.org/projects/p126025/inclusive-education-disabled-children?lang=en.