Session Information
04 SES 02B, Conceptualising Special and Inclusive Education
Paper Session
Contribution
Method
Expected Outcomes
References
Askheim. O. P. (2003). Fra normalisering til empowerment: ideologier og praksis i arbeid med funksjonshemmede. Oslo: Gyldendal Barton, L. and Slee, R. (1999). Competition, Selection and Inclusive Education. International Journal of Inclusive Education. 3, 3-12. Danforth, S. (2004). Postmodern heresy in Special Education: a Sociological analysis. Mental Retardation. Vol. 42, nr. 6, s. 445-458. Foucault, M. (1999). Galskapens historie. Oslo, Gyldendal. Gallagher, D. J. (1998). The Scientific Knowledge Base of Special Education: Do We Know What We Think We Know. Exceptional Childeren. Vol. 64, nr. 4 s. 493-502. Gallagher, D. J. (2006). If Not Absolute Objectivity, Then What? A reply to Kauffman and Sasso. Exceptionality. Vol 14, nr. 2, s. 91-107. Habermas, J. (2003). Den menneskelige naturs fremtid : bidrag til den etiske debatten om genteknologi. Oslo: Damm. Hallerstedt, G. (2006). Diagnosens makt. Om kunskap, pengar och Lidande. Gøteborg: Daidalos. Haug, P. (2003). Regimer i forskning om spesialundervisning i Norge. Psykologisk Pædagogisk Rådgivning. 2. 181-204. Hausstatter, R. S. & Takala, M. (accepted). The core of special teacher education: a comparison of Finland and Norway. European Journal of Special Needs Education. Hausstätter R. S. & Connolley, S. (2007). Towards an Ethics of Research Programmes in Special Education. International Journal of Disability, Development and Education. 54, 4. 369-380 Hausstätter R. S. (2007). Spesialpedagogiske grunnlagsproblemer. Mellom ideologi og virkelighet. Bergen: Fagbokforlaget. Hausstätter, R. S. (2004). An alternative framework for conceptualising and analysing special education research. European Journal of Special Needs Education. 19, 3, 367-374. Hausstätter, R. S. (2004). An alternative framework for conceptualizing and analysing special education research. European Journal of Special Needs Education. 19, 3, 367-374.. Hausstätter, R. S. (2006). Vilje til likhet: om norsk spesialpedagogikks legitimitet. Spesialpedagogikk. 7, s. 4-11. Hegarty, S. (2001). Inclusive education – a case to answer. Journal of Moral Education. 30, 3, 243-249. Holst, J. (1978). Normalitet. København:Eijler Kauffman, J. M. og Sasso, G. M (2006a). Toward Ending Cultural and Cognitive Relativism in Special Education. Exceptionality. Vol 14, nr. 2, s. 65-90. Kauffman, J. M. og Sasso, G. M (2006b). Certainty, Doubt, and the Reduction of Uncertainty. Exceptionality. Vol 14, nr. 2, s. 109-120. Kirkebæk, B. (1993). Da de åndssvage blev farlige. Holte, Socpol. Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B. og Harris, K. R. (2005). Research in Special Education: Scientific Methods and Evidence-Based Practices. Exceptional Children. 71, 2, 137-148. Oliver, M. (1996). Understanding disability. London, MACMILLAN PESS LTD. Osburn, J. (2006). An overview of Social Role Valorization theory. The SRV Journal 1, 1, 4-13. Rose, N. (2007). The Politics of Life Itself. Oxford: Princeton University Press. Skrtic, T. (1991). Behind Special Education. A Critical Analysis of Professional Culture andSchool Organization. Denver: Love Publishing Company. Thuen, H. (2002). I foreldrenes sted. Barneredningens oppdragelsesdirskurs 1820-1900. Oslo: Pax. Wilson, J. (2000). Doing justice to inclusion. European Journal of Special Needs Education. 15, 3. 297- 304 Wolfensberger W. (1989). Human Service Policies: The Retoric Versus the Reality. In L. Barton (Ed.) Disability and Dependency. The Falmer press, London, 23-42. Østrem, K. (1983). Av træls ætt: historia om ideologi og praksis overfor psykisk utviklingshemma. Hovedfagsoppgave til embetseksamen i spesialpedagogikk. Statens spesiallærerhøgskole.
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