Session Information
PRE_G7, Preconference; Paper Session G7
Paper Session
Contribution
Method
Expected Outcomes
References
Reference: Avramidis, E. (2002) Teachers’ attitudes towards integration/inclusion: a review of the literature. Europe Journal of Special Needs Education, 17(2), 129-147. Ballard, K. (Ed.) (1999) Inclusive education: international voices on disability and justice. Taylor &Francis Group: Falmer Press. Booth, T. and Ainscow, M. (Eds.) (1998) From them to us: an international study of inclusion in education. London and New York: Routledge. Booth, T., Nes, K. and Stromastad, M. (Eds.) (2003) Developing inclusive teacher education. London: Routledge/Falmer. Chen, Y.Y. (1992) Make special education compulsory and inclusive in China. Cambridge Journal of Education, 26(1) 47-58. Farrell, P and Ainscow, M. (2002) Making special education inclusive: from research to practice. London: Fulton. Deng, M. and Manset, G. (2000) Analysis of the Learning in Regular Classrooms movement in China. Mental Retardation, 38, 124-130. Deng, M. and Holdsworth, J. (2007) From unconscious to conscious inclusion: meeting special education needs in Western China. Disability & Society, 22(5), 507-522. Mason, J. (1996) Qualitative researching. London: SAGE Publications. Mitchell, D. (Ed.) (2005) Contexualising inclusive education: evaluating old and new international perspectives. London and New York: Routledge. Pijl, S. J., Meijer, C. and Hegarty, S. (Eds.) (1997) Inclusive education: a global agenda. London and New York: Routledge. Pijl, S. J. (2007) Introduction: the social position of pupils with special needs in regular education. European Journal of Special Needs Education, 22(1), 1-5. Xiao, F. (2005) Mainstreaming in China: history, actuality and perspectives. Chinese Journal of Special Education, 57(3), 3-7.
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