Session Information
04 SES 07 B, Meaning-Making and Inclusive School Cultures
Paper Session
Contribution
Method
Expected Outcomes
References
Agee, J. (2002) ‘‘Winks upon winks’: multiple lenses on setting in qualitative educational research’, Qualitative Studies in Education, 5, pp. 569-585 Ainscow, M. (1999) Understanding the Development of Inclusive Schools. London: Falmer. Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Howes, A., Gallannaugh, F., Millward, A. and Smith, R. (2004) ‘The development of inclusive practices in schools: through what processes can schools become more inclusive?’, Teaching and Learning, 6. Althusser, L. (1971) Ideology and ideological state apparatuses. In Lenin and Philosophy and other essays: 121-173. London: Verso. Atkinson, P. (1990) The Ethnographic Imagination. London: Routledge. Bayliss, P. D. (1998) Theorizing Special Education: Models of Complexity: Theory Driven Intervention Practices. London: Routledge. Bayliss, P. (2004) ‘Quantitative vs Qualitative Research in Education: a sterile debate’, in: B. Kozuh, R. Kahn and K. Kozlowska (eds.) Theory, Facts and Interpretation in Educational and Social Research, pp. 7-16. Los Angeles/Czestochowa. Booth, T. (1999) Viewing Inclusion from a distance: Gaining perspective from international study, Support for Learning, 14 (4) 164-168. Booth, T. and Ainscow, M. (1998) From them to us; An International Study of Inclusion in education. London, Routledge. Booth, T., Nes, K. and Stromstad, M. (2003) Developing Inclusion Teacher Education: Reforming Teacher Education. Routledge. Campbell (2002) (ed.) Developing inclusive Schooling: Perspectives policies and Practices. Bedford Way Papers, Institute of Education. 35-53 Carrington, S. (1999) ‘Inclusion needs a different school culture’, Int. J. Inclusive Education, 3(3), pp. 257- 268. Clough, P. (1999) ‘Exclusive tendencies: concepts, consciousness and curriculum in the project of inclusion’, International Journal of Inclusive Education, 3(1), pp. 63-73. Clough P. and Corbett J. (2000) Theories of Inclusive Education London: Paul Chapman. Davies, J. and Garner, P. (eds.) (1997) At the Crossroads: Teacher Education and Special Educational Needs. London: David Fulton Publishers. Deal, T. E. and Peterson, K. D. (1999) Shaping school culture. San Francisco, CA: Jossey-Bass. Department for Education and Skills (DfES) (2004) Removing Barriers to Achievement: The Goverments Strategy for SEN. Nottingham: DfES Publications. Dockrell, J. and Lindsay, G. (2000) ‘Meeting the needs of children with specific speech and language difficulties’, European Journal of Special Needs Education, 15, pp. 24-41. Edwards, A. & Mutton, T. (in press) Professional learning at the boundaries of practices in initial teacher education to appear in a special issue of The Oxford Review of Education on professional learning in and across organisations. Ellis, S., Tod, J. (2005) ‘Including SENCOs in behaviour improvement: an exploration of the Behaviour and Attendance strands of the National Strategies’, Support for Learning, 20(2). Evans, J. and Lunt, I. (2002) ‘Inclusive education: are there limits?’ European journal of Special Educational Needs Education, 17(1), pp. 1-14. Gardner, H. (1993) Frames of Mind: the theory of multiple intelligences. Fontana. Garner, P. (1994) ‘What teachers think about the code of practice’. Unpublished Report, the West London Institute, Twickenham, In: Garner, P., Hinchcliffe, V. and S. Sandow (1995), What teachers Do, developments in special education. London: Chapman. Garner, P, (2000) Teachers and Pupils Voices on Inclusion: Preferred Strategies for Children who are Regarded as Having Emotional and Behavioural Difficulties (EBD). Paper presented at the International Special Education Congress (ISEC). Gemmel-Crosby, S., & Hanzlik, J. (1994) Preschool teachers' perceptions regardinginclusion. Education and Training in Mental Retardation, 29, 279-290. Holliday, A. (2002) Doing and Writing Qualitative Research. London: SAGE. Lunt, I. (2002) ‘The challenge of inclusive schooling for pupils with special educational needs’, in: Campbell (2002) (ed.) Developing inclusive Schooling: Perspectives policies and Practices. Bedford Way Papers, Institute of Education. 35-53 Lunt, I. and Norwich, B. (1999) Can Effective Schools be Inclusive Schools? London: Institute of Education, University of London. Maykut, P. and Morehouse R. (1994). Beginning Qualitative Research, a philosophic and practical guide. London: RoutledgeFalmer. Mittler, P. (2000) Working Towards Inclusive Education: Social Contexts. London: David Fulton Publishers. Scott, J. (1990) Domination and the Arts of Resistance: Hidden Transcripts. New Haven: Yale University Press. Sikes et al (2007) Voices on: teachers and teaching assistants talk about inclusion, International Journal of Inclusive Education, 11/ 3 , pp 355 - 370 Slee, R. (1999) ‘Policies and practices? Inclusive education and its effect on schooling', in: H. Daniels and P. Garner (eds.) The World Yearbook of Education, 1999: Inclusive Education. London: Kogan Page, pp.194-206 Paliokosta, P. (2007) Inclusive education and special educational needs: the impact of differing school cultures on policy implementation and practice as experienced by stakeholders in mainstream secondary schools. Unpublished thesis, Canterbury Christ Church University. Popkewitz, T. (2001) ‘The production of reason and power. Curriculum history and intellectual traditions’, in: T. S. Popkewitz, B. M. Franklin and M. A. Pereyra (eds.) Cultural history and education: critical essays on knowledge and schooling. New York, NY: RoutledgeFalmer, pp. 151-186 Qualifications and Curriculum Authority (QCA) (1999) Including all Learners: Key Principles to Guide QCA's Work [online] http://www.qca.org.uk. Rose, R. (2002) ‘Including pupils with special educational needs: beyond rhetoric and towards an understanding of effective classroom practice’, Westminster Studies in Education, 25(1), pp. 67-76. Ryle, G. (1949) The Concept of Mind. London: Hutchinson. Skrtic, T. (1988) ‘The organisational context of special education’, In: E. L. Meyen and T. M. Skrtic (eds.) Exceptional Children and Youth: an introduction. Denver, CO: Love, pp. 479-517 Troyna, B. and Vincent, C. (1995) ‘The discourses of social justice’, Discourse, 16, pp. 149-166. UNESCO (1994) The Salamanca Statement and Framework For Action on Special Needs Education, Paris. UNESCO, (2005) Education for All Global Monitoring Report-the Quality Imperative, Paris
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