bibliography -...
TRANSCRIPT
BIBLIOGRAPHY
Ahuja, Anupam, (1996). Moving towards inclusive education: An
innovative teacher training experiment. In, studies on
classroom processes and school effectiveness at primary
stage. In Sixth Survey of Educational Research, Vol.I, (1993-
2000), New Delhi, NCERT.
Ainscow, M. (1991) Effective Schools for All, London: David Fulton
Publishers.
Ainscow, M., and Hart, S. (1992), Moving Practice Forward Support for
Learning 7(3), 115-120.
Ainscow, M. (1994). Special Needs in the Classroom: A Teacher
Education Guide. London, UNESCO.
Ainscow, M. (1996). The Development of Inclusive Practices in an
English Primary School: Constraints and Influences. Paper
presented at the American Educational Research
Association Meeting, New York.
Ainscow, M. (1997). Towards Inclusive Education. Times
Educational Supplement, November 1996.
Ainscow, M.(1998).Reaching out to All Learners. Keynote address
made at the International conference on school
effectiveness and improvement, Manchester, January
1998.
Ainscow M., (1999) Understanding the Development of Inclusive
Schools, London, Falmer Press.
Ainscow, M. (2005) Developing inclusive education systems:
what are the levers for change? Journal of Educational
Change 6, 109-124
Ainscow, M. (2005) From Special Education to Effective Schools for All,
Keynote presentation at the Inclusive and Supportive Education
Congress 2005, University of Strathclyde, Glasgow.
Ainscow, M., and Muncey, J. (1989). Meeting Individual Needs in
the Primary School. Fulton, London.
Ainscow, M., Booth, T., Dyson, A., with Farrell, P., Frankham, J.,
Gallannaugh, F., Howes, A. and Smith, R. (2006) Improving
schools developing inclusion. London: Routledge.
Alur, M. (2002) Introduction, in Hegarty, S & Alur M (eds) (2002)
Education and Children with Special Needs: from Segregation to
Inclusion, New Delhi: Sage Publications
Anderson, C. J. K., Klassen, R. M. and. Georgiou G. K. (2007). Inclusion
in Australia: What Teachers Say They Need and What School
Psychologists Can Offer. School Psychology International, 5 (28),
131 – 147.
Andrews, J., & Lupart, J. (1993). Inclusive classroom; educating
exceptional children. Scarborough: Nelson Canada.
Annual Report 2006-07: Department of School Education & Literacy
Department of Higher Education, Ministry of Human Resource
Development, Government of India, PP.25-27. Available on
http://www.education.nic.in
Armstrong, F. (2003). Spaced out: Policy, difference and the challenge
of inclusive education. London: Kluwer Academic Publishers
Arthur-Kelly, Michael, Phil Foreman , Deone Bennett and Sue
Pascoe(2008) :Interaction, inclusion and students with profound
and multiple disabilities: towards an agenda for research and
practice, Journal of Research in Special Educational Needs,
Volume 8 Issue 3, Pages 161 – 166 Published Online:
20 Oct 2008.
Ashman, A. & Elkins, J. (1998). Educating children with special needs
(3rd
ed.). Sydney: Prentice Press.
Avramidis, E. & Norwich, B. (2002). Mainstream teachers’ attitudes
towards inclusion/integration: a review of the literature.
European Journal of Special Needs Education, 17(2), 1-19.
Avramidis . E. and B. Norwich (2002) ‘Teachers’ attitude towards
integration/inclusion: A review of the literate. European Journal
of Special Needs Education 17(2) 129-147.
Avramidis, E. Bayliss, P. & Burden, R. (2000). A survey into
mainstream teachers’ attitudes towards the inclusion of children
with special educational needs in the ordinary school in one
Local Educational Authority. Educational Psychology, 20(2), 193-
213.
Avramidis, E. Bayliss, P. & Burden, R. (2002). Inclusion in action: An
in-depth case study of an effective inclusive secondary school in
the Southwest of England. International Journal of Inclusive
Education, 6(2), 143-163.
Bain, A and S. Dolbel (1991) :Regular and Special Education Principals
perceptions of an integration program for students who are
intellectually Handicapped, Education and Training in Mental
Retardation, 26(1), 33-42.
Bakshi, P.M. (2003): The Constitution of India: With Selective
Comments, Universal Law Publishing Company, Delhi.
Banerji, G. (2002) : Legal Rights of the Disabled, Rehabilitation Council
of India,New Delhi
Bandhopadhyay, M. and Subrahmanian, R. (2006) Gender Equity in
Education: A Review of Trends and Factors, India Country
Analytical Report, Chapter 1, Consortium for Research on
Educational Access, Transitions and Equity, (draft)
Barnett, C., & Monda-Amaya, L. E. ( 1998). Principals' knowledge of
and attitudes toward inclusion. Remedial and Special
Education, 19,181-192
Bauer, M. A., & Shea, M. T. (1999). Inclusion 101. How to teach all
learners. Baltimore, Md: P.H. Brookes.
Beh-Pajooh, A ( 1992) “The Effect of Social contact on College
Teachers” Attitudes Towards Students with Severe Mental
Handicaps and their Educational Integration”, European
Journal of Special Education, 10,44-49.
Beirne, M., Daane, C.J., & Latham, D. (2000). Administrators and
teachers perceptions of the collaborative efforts of inclusion in
the elementary grades. Educgation, 121 (2), 1-15.
Benjamin, S. (2002) The micropolitics of inclusive education
(Buckingham, Open University Press)
Benjamin S (2003) Gender, special educational needs and inclusion. In:
Nind M,Sheehy K, Simmons K (eds) Inclusive Education:
Learners and Learning Contexts. London: David Fulton, pages
247-260.
Bennett, T., Deluca, D., & Bruns, D. (1997). Putting inclusion into
practice: perspectives of teachers and parents. Exceptional
Children, 64, 115- 131.
Bevan-Brown, B. J. (2003). The cultural self -review. Providing
culturally effective inclusive education for Maori learners.
Wellington: New Zealand Council for Educational Research.
Bharti Sahrma and Venkateshwarlu, (2009) Disabilities and
Impairment, Vol. 23, No.2, Pp.88
Bonnie L. Utley, (2009):An Analysis of the Outcomes of a Unified
Teacher Preparation Program, The Journal of the Teacher
Education Division of the Council for Exceptional Children May
2009 vol. 32 no. 2 137- 149.
Booth,T. and Ainscow,M. (2002).Index for inclusion: developing
learning and participation in schools. Bristol: CSIE
Booth, T. Ainscow, M. and Dyson, A. (1997). Understanding Inclusive in
a Competitive System. In T. Booth and M. Ainscow (Eds) From
Them to Us. International Voices of Inclusion in Education.
Routeledge, London.
Bothma, M., Gravett, S. & Swart, E. (2000) The attitudes of Primary
School teachers towards inclusive education. South Africa Journal
of Education 20(3), 2003-2004.
Boyd. B (2006): Taking the Initiative: Perspectives on Policies and
practices onInclusion. Available on
http://www.itscotland.org.uk/inclusiveeducation/research&
report/takingtheinitiative/index.asp
Brahm Norwich (2008) :Dilemmas of difference, inclusion and
disability: international perspectives on placement, European
Journal of Special Needs Education, Volume 23, Issue 4
November 2008, pages 287 – 304.
Brissie, J., Jobb, D., & Rust, J. (1996). Teacher attitudes toward
inclusion of students with disabilities into regular classrooms.
Education. 117 (1), 148-153.
Burke, M., A. (2000). Children with disabilities in Central and Eastern
Europe and the former Soviet Union, The 6Th International on
Community Inclusion for Children with Disabilities, Edmonton,
2000.
Chandra Kala Singh and Bimla Dhanda (2008). Disabilities and
Impairment,Akshat Publications, Vol. 22, No.1, Pp.24
Changing teaching practices. Using curriculum differentiation to
respond to students’ diversity, UNESCO, 2004
Chatterjee, G. (2003): The movement for inclusive education, India
Together. Available on www.indiatogether.org
Chotam. E., et.al., (1986). Educational television and curriculum
for children upto the age of seven years. British Journal of
Educational Technology, vol. 17(3), London.
Chris Forline, (2000). The changing role of the regular class
teacher - What causes teachers most stress during
inclusion? International Special Education Congress,
University of Manchester, UK.
Clark, C., Dyson, A., & Milward, A. (1995). Towards inclusive schools.
London: David Fulton.
Clark, C., Dyson, A., Millward, A., ed. 1998. Theorising Special
Education. London and New York: Routledge.
Clough, P., & Corbett, J. (2000), Theories of Inclusive Education,
London: Paul Chapman Publishing, Sage
Colin J. K. Anderson, Robert M. Klassen, and George K. Georgiou
(2007): Inclusion in Australia, What Teachers Say They Need and
What School Psychologists Can Offer. School Psychology
International May 2007 vol. 28 no. 2 131-147
Cook, B. G. (2001). A comparison of teachers' attitudes toward their
included students with mild and severe disabilities. The Journal
of Special Education; Bensalem; 34/4, p.203-213
Cook, B., Gerber, M.M., & Semmel, M. (1999). Attitudes of principals
and special education teachers toward the inclusion of students
with mild disabilities, andcritical differences of opinion. Remedial
and Special Education 20 (4), 1-21.
Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2000).
Teachers' attitudes toward their included students with
disabilities. Exceptional Children, 67, 115-135.
Corbett, J. (2001). Supporting inclusive education; A connective
pedagogy. London: Routledge
Corno, L. and Snow, R.E. (1986). Adapting teahing to individual
differences among learners. In M.C. Wittrock (Ed.),
Handbook of research, 3rd ed., Macmillan, New York.
Croll, P. & Moses, D. (2000a). Continuity and change in Special School
Provision: some perspectives on local education authority policy
making. British Educational Research Journal, 26(2), 177-190.
D'Alonzo, B.J., & Giordano, G. (1996). Improving teachers' attitudes
through teacher education toward the inclusion of students with
disabilities into their classrooms. Teacher Educator. 31 (4),
304-312.
D'Alonzo, B.J., & Giordano, G. (1997). Perceptions by teachers about
the benefits andliabilities of inclusion. Education 42 (1), 1-29.
Dash, N. (2006): Inclusive Education Why Does it Matter? Edutracks,
Vol.5 No. 11, July 2006. PP. 5 – 10
Deepa jain, (2000). From seclusion, towards inclusion - The
enabling centre experience. International Special
Education Congress, University of Manchester, UK.
Deka, U. (1985). A causal comparative study of high and low
achievers, in M.B. Buch(Ed.) Fourth Survey of Research in
Education, NCERT, New Delhi.
Dharmaraj, P. (2000). Awareness of primary school teachers towards
learning disabilities in mathematics at primary level.
Unpublished M.Phil. Dissertation, Alagappa University,
Karaikudi.
Dianne M. Gut, Karen Oswald, Dorothy J. Leal, Laura Frederiksen,
Janet M. Gustafson (2003): Building the foundations of inclusive
education through collaborative teacher preparation: A
university—school partnership. College Student Journal,
March, 2003.
Dunn, R.S. and Dunn, K.J. (1978). Teaching students through
their individual learning styles - a practical approach.
Reston, Va:Reston.
DuToit (1999) Education For all, Department of Educational Studies,
pretoria university.
Dyson, A .Guidelines for inclusion: Ensuring Access to Education for
All, UNESCO, 2005.
Dyson, A. (1990) Special Education Needs and the Concept of
Change. Oxford Review of Education, London.
Dyson,A.(1994) “Towards a collaborative learning model for responding
to student diversity” support for learning 9, 2:53-60.
Ecaterina Vrasmas,and Traian Vrasmas (2007):Inclusive Education in
Romania (1995-2007) , Regional Preparatory Workshop on
Inclusive Education–Europe,Sinaia,June14-16,2007,
UNESCO International Bureau of Education.
Economic Times (2007): Employment of the physically challenged, 1
March 2007, PP.II, Column-3. Available on
www.economictimes.com
Edmunds, A.L. (2003a). The Inclusive Classroom – Can Teachers Keep
Up? AComparison of Nova Scotia and Newfoundland &
Labrador Teachers’ Perspectives. Exceptionality Education
Canada. 13(1), 29-48.
Edmunds, A.L. (2003b). Preparing Canadian Teachers for Inclusion.
Exceptionality Education Canada. 13(1), 5-6.
Education in Developing countries paper presented at ISEC Seminar,
University of Manchester
Efrosini Kalyva , Maria Georgiadi and Vlastaris Tsakiris(2007)
Attitudes of Greek parents of primary school children without
special educational needs to inclusion European Journal of
Special Needs Education, Volume 22, Issue 3 August 2007 ,
pages 295 – 305
Eleweke, C. J. & Rodda, M. (2000) Enhancing Inclusive Education in
Developing Countries. International Special Education Congress
2000 University of Manchester, England.
Eleweke, C. J.( 2002). A review of issues in deaf education under
Nigeria's 6-3- 3-4 education system. Journal of Deaf Studies
and Deaf Education, 7(1), 74-82.
Elias Avramidis, Phil Bayliss and Robert Burden(2000):Student
teachers’ attitudes towards the inclusion of children with special
educational needs in the ordinary school, St Luke's School of
Education, Research Support Unit, University of Exeter, Exeter
EX1 2LU, UK, Available online 9 March 2000.
Elizabeth Santhanam; Owen Hicks(2004):Student perceptions of
inclusion in unit/course evaluations . International Journal of
Inclusive Education, Volume 8, Number 1, Jan-Mar 2004, pp.
91-102(12)
Engelbrecht, P., Oswald, M., Swart, E., & Eloff, I. (2003). Including
learners with intellectual disabilities: Stressful for teachers?
International Journal of Disability, Development and Education,
50 (3) 293-308.
Etenesh Agegnehu, (2000). Inclusion of children with disabilities
(CWD): Situational analysis of Ethiopia. International
Special Education Congress, University of Manchester, UK.
Examples of inclusive education, India. United Nations Children’s
Fund Regional Office for South Asia, India
Ferguson, D. L. E. 2008. Crossing borders: Learning from inclusion and
restructuring research in Sweden, Denmark,
Ferguson, Dianne L. (2008)International trends in inclusive education:
The continuing challenge to teach each one and everyone,
European Journal of Special Needs Education, Volume 23,
Issue 2 May 2008 , pages 109 – 120.
Florian, L. (1998). Inclusive practice; what, why and how? In C.
Tilstone, L. Florian & R. Rose (Eds.), Promoting inclusive
practice (pp. 13-26). London:
Florian, R. Rose, & C. Tilstone (Eds.), Promoting inclusive practice
(pp.1-10). London: Routledge.
Foreman, P. (2005). Disability and inclusive; Concepts and principles.
In P. Foreman (Ed.), Inclusion in action (pp.2-32). Victoria:
Nelson Thomson
Forlin, C.J. 1996. ‘Inclusive practices: How accepting are teachers
international’ Journal of Disability, Development and
Educational, 43(2), PP119-133.
Forlin, Chris; Loreman, Tim; Sharma, Umesh; Earle, Chris
(2009):Demographic differences in changing pre-service teachers'
attitudes, sentiments and concerns about inclusive education.
International Journal of Inclusive Education, Volume 13, Number
2, March 2009 , pp. 195-209(15)
Frost, M. (2002). Introduction to special education. Lecturers support
materials. Waigani: Department of Education.
Garner, P. (1996). Students' views on special educational needs courses
in Initial Teacher Education. British Journal of Special Education ,
23, 176-179.
Garvar-Pinhas,A.& Schmelkin,L.P.(1989).Administrators' and teachers'
attitudes towards mainstreaming. Remedial and Special
Education, 10, 38-43
Gerschel, L. (1998). Equal opportunities and special educational needs.
In C. Tilstone, L. Florian & R. Rose (Eds.), Promoting inclusive
practice (pp. 62-77). London: Routledge
Giffard-Lindsay, K. (2006) The Educational Inclusion Experiences of a
blind student in mainstream primary school in England, 1999-
2006, MA International Educationresearch paper, University of
Sussex
Gilada Avissar (2000) Views of General Education Teachers about
Inclusion: An International Perspective Presented at ISEC 2000.
Gilada Avissar, (2000). The school principal and inclusion: A
cross cultural research investigation. International Special
Education Congress, University of Manchester, U.K.
Gillies, M. R. (2002). Programs that support inclusive education. In A.
Ashman, & J. Elkins, (Eds.), Educating children with diverse
abilities (pp.351-380). Frenchs Forest, NSW: Pearson Education.
Gillies, M. R. (2002). Programs that support inclusive education. In A.
Ashman, & J. Elkins, (Eds.), Educating children with diverse
abilities (pp.351-380). Frenchs Forest, NSW: Pearson
Education.
Government of India (1988) : The Mental Health Act, 1987, Ministry of
Health and Family Welfare, New Delhi
Government of India (1993): The Rehabilitation Council of India Act,
1992, Ministry of Welfare, New Delhi.
Government of India (1996): The Persons With Disabilities (Equal
Opportunities, Protection of Rights and Full Participation) Act,
1995, Ministry of Welfare, NewDelhi.
Government of New Brunswick. (2003). A Quality Learning Agenda.
Policy Statement on K-12: Quality Schools, High Results.
Fredericton: Province of New Brunswick Publishing.
Gross, J. (2002). Special educational needs in the primary school. A
practical guide. Buckingham: Open University Press.
Gwala,Q.V(2006).Chellenges facing the Implementation of inclusive
education in Primary Schools’,M.Ed.Dissertation, Department of
Educational psychology, University of Zululand.
Hala. A. Hak, (2000). Inclusion without support or
differentiation. A case study of five children with severe
learning difficulties. International Special Education
Congress, University of Machester, UK.
Hall, J. L., & McGregor, A., J. (2000). A follow-up study of the peer
relationship of children with disabilities in an inclusive school.
The Journal of Special Education, 34 (3), 114-126.
Hallahan and Kauffman, (1996). Exceptional Children Printice
Hall, Englewood Cliffs. N.J.
Handbook on Inclusive Education (2006) : DEP-SSA, IGNOU
New Delhi.
Heiman, T. (2004). Teachers coping with changes: Including students
with disabilities in mainstream classes: An international view.
International Journal of Special Education, 19(2).
Heiman, T.(2001). Inclusive schooling-middle school teachers'
perceptions. School Psychology International, 22(4),451-462.
Hoffman, Barbara, J. (1997). Teacher awareness of speech and
language therapists’ roles and services. Dissertation Abstracts
International, 33/05, p. 1389.
http://ncert.nic.in/sites/inclusiveeducation/inclusive_
education. html .
Hunt, P. & Goetz, L. (1997). Research on inclusive educational
programmes. Practices and outcomes for students with severe
disabilities. The Journal of Special Education, 3 (1), 30-34.
Inclusion International, (1998). The journey to inclusive schools. Paris:
REMA print. Author
Inclusion International, (1998). The journey to inclusive schools. Paris:
REMAprint. Author.
Individuals with Disabilities Education Act Amendments of 1997, 20
U.S.C. 1400 et Seq
Individuals with Disabilities Improvement Act (IDEA , 2004)
Janakumar, P. (1996). Effectiveness of remedial packages for
learning the active skills in English by the low achievers
at secondary level. Unpublished M.Phil. Dissertation,
M.K. University, Madurai.
Janshala (2003): Perspectives in Special Needs Education in
India : A Journey from Isolation to Inclusion. Available
on www.un.org.in/janshala/janmar03/incluson.html-38k
Jasan William Crabtree, (2000). Inclusive education: Its impact
on the self-concept of children with moderate learning
difficulties. International Special Education Congress,
University of Manchester, UK.
Jayaprabha, R. (2003). Metacognitive and cognitive strategies to
overcome behaviour difficulties in children. Unpublished Ph.D.
Thesis, Alagappa University, Karaikudi
Jayne Pivik,joan Mccomas,and Marc Laflamme(2002) Barriers and
Facilitators to Inclusive Education ,University of Ottawa, Canada,
Vol. 69, No. 1, pp. 97-107, 2002 Council for Exceptional
Children.
Jelas, Z. M. 2000. Perceptions of inclusive practices: The Malaysian
perspective. Educational Review, 52(2), 187-196
Jha,M.M. (2002).School without walls: Inclusive education for all.
Hiennmann Educational Publishers, Oxford.
Jobe, D., & Rust, J. (1996). Teacher attitudes toward inclusion of
students with disabilities into regular classrooms. Education
117(1), 1-13.
John J. Hoover and James R. Patton (2005): Differentiating Curriculum
and Instruction for English-Language Learners with Special
Needs, Intervention in School and Clinic March 2005 vol. 40
no. 4 231-235.
Johnson, B., & Christensen, L. (2000). Educational research:
quantitative and qualitative approaches. Needham Heights, MA:
Allyn and Bacon.
Johnson, J., McDonrell, Holzwarth, V., & Hunter, K. (2004). The
efficacy of embedded instruction for students with
developmental disabilities enrolled in general education classes.
Journal of Positive Behavior Interventions, 6, 214-227
Jordan, A. (2000, July). Ontario: Canada: Reversing the gains made in
special education. Paper presented to the International Special
Education Congress, University of Manchester, Manchester, U.K
Julie E. Dockrell, and Geoff Lindsay,( 2000) Children with specific
speech and language difficulties - The teachers’ perspective.
Centre for Educational Development, Appraisal and Research,
University of Warwick ,Revised manuscript submitted
19.9.2000..
Julka, A. (2005) Educational Provisions and Practices for Learners with
Disabilities in India, paper presented at the Inclusive and
Supportive Education Congress 2005, University of Strathclyde,
Glasgow
Kapp,J.A.(1991).Children with Problem: An Orthopedagological
Perspective. pretoria university: Van Schack.
Kavale, K. A. (2002). Mainstreaming to full inclusion: From
orthogenesis to pathogenesis of an idea. International Journal of
Disability, Development and Education, 49(2), 201-214.
Kika Hadjikakou, Lenia Petridou , Chryso Stylianou ,( 2008):The
academic and social inclusion of oral deaf and hard-of-
hearing children in Cyprus secondary general education:
investigating the perspectives of the stakeholders,
European Journal of Special Needs Education, Volume 23,
Issue 1 February 2008 , pages 17 - 29
Kingston, Miriam (2006) Restricted Recognition Teachers in the Irish
Education System. A Barrier to Inclusive Education, M.A in
Disability Studies, University of leads
Kirk,S.A., Gallagher,J.J & Anastasiow, N.J. (1993). Educating
exceptional learners 7th edition, New Jersey: Houghton Mifflin.
Klingher, K. J. & Vaughn, S. (1999). Students’ perceptions of
instruction in inclusion classrooms: Implications for students
with learning disabilities. Exceptional Children Journal, 66 (1),
23-37.
Kozleski, E.B., & Jackson, L. (1993). Taylor's story: full inclusion in her
neighborhood elementary school. Exceptionality, 4, 153-175
Kristensen, K., Omagor-Loican, M., & Negris, O. (2003). The inclusion
of learners with barriers to learning and development into
ordinary settings: a challenge for Uganda. British Journal of
Special Education, 30 (4), 194-201.
Kubyana, Kgaugelo Daphney (2005): Attitudes of special school
teachers’ towards inclusion, Magister Education in Learning
Support, Faculty of Education and Nursing, University of
Johannesburg.
Kusuma Harinath, P. (2000). A study of certain factors related to
learning disabilities in English among school students.
Unpublished Ph.D. Thesis, Alagappa University, Karaikudi.
Kuyini, Ahmed Bawa and Ishwar Desai (2007) :Principals' and
teachers' attitudes and knowledge of inclusive education as
predictors of effective teaching practices in Ghana, Journal of
Research in Special Educational Needs,Volume 7 Issue
2, Pages 104 – 113,Published Online: 18 May 2007.
Kuyini, Ahmed Bawa and Ishwar Desai : Providing instruction to
students with special needs in inclusive classrooms in Ghana:
Issues and challenges, International Journal of whole schooling,
Vol. 4, No. 1.
Lea, S., Foster, D. (1990): Perspectives on Mental Handicap in South
Africa. Cape Town: Butterworths Professional Publishers (Pty)
Ltd.
Lehmann, J. (2004). Surviving inclusion. Maryland: Rowman &
Littlefield Publishing Group, Inc. London: Routledge.
Leroy,B. and Simpson,C. (1996):Improving student outcomes through
inclusive education” , support for learning 11, 1:32-36
Loreman, T. & Deppeler, J.M., (2001). Working towards full inclusion in
education. Access: The national issues journal for people with a
disability 3(6): 5-8.
M. Koster,( 2008): Evaluating the social outcomes of inclusive education.
A study on the social participation of pupils with special needs
in regular primary education and the development of a teacher
questionnaire - PhD ceremony-Thesis, University of Groningen,
Faculty of Behavioural and Social Sciences.
MacArthur, J., Kelly, B., & Higgins, N. (2005). Supporting the learning
and social experiences of students with disabilities: what does
the research say? In D. Fraser, R. Moltzen, & K. Ryba, (Eds),
Learners with special needs in Aotearoa New Zealand, (3rd
ed.,
pp.49-73). Palmerston North: Dunmore Press.
Male, B. D., & May, D. (1997). Stress burnout and workout in teachers
of children with special needs. British Journal of Special
Education, 24 (3),133-142.
Mani Bansal (2008). Disabilities and Impairment, Akshat Publications,
Vol. 22, No.2, Pp.93
Mani, MNG (2001) Inclusive Education in Indian context, IHRDC, Sri
Ramakrishna Mission Vidyalaya, Coimbatore
Manisah Mohd Ali, Ramlee MustaphaandZalizan Mohd Jelas 2006,An
empirical study on teachers’ perceptions towards inclusive
education in Malaysia; Universiti Kebangsaan. Malaysia
International journal of special education vol 21 No.3, 2006.
Mapsea,AllanJim.(2006).Teachers’ views on providing for children with
special needs in inclusive classrooms: A Papua New Guinea
study,University of Waikato.
Marchesi, U.A, Special education needs and educational reform, in
Prospects, quarterly review of comparative education, ‘Open File:
Special Needs Education’,
McNally, R.D., Cole, P.G., & Waugh, R. (2001). Regular teachers'
attitudes to the need for additional classroom support for the
inclusion of students with intellectual disability. Journal of
Intellectual & Developmental Disability, 26(3), 257-273.
MengDeng, and KymberlyHarris(2008):Meeting the needs of students
with disabilities in general education classrooms in china.
Teacher Education and Special Education: The Journal of the
Teacher Education Division of the Council for Exceptional Children,
August 2008 vol. 31no.3-pp195-207.
Mentis, M., Quinn, S., & Ryba, K. (2005). Linking inclusive policy with
effective teaching practice. In D. Fraser, R. Moltzen, K. Ryba,
(Eds.), Learners withspecial education needs in Aotearoa New
Zealand (3rd ed., pp. 74-98).Palmerston North:
Dunmore Press
Mentis, M., Quinn, S., & Ryba, K. (2005). Linking inclusive policy with
effective teaching practice. In D. Fraser, R. Moltzen, K. Ryba,
(Eds.), Learners withspecial education needs in Aotearoa New
Zealand (3rd)
Mentis, M., Quinn, S., & Ryba, K. (2005). Linking inclusive policy with
effective teaching practice. In D. Fraser, R. Moltzen, K. Ryba,
(Eds.), Learners with special education needs in Aotearoa New
Zealand (3rd ed., pp. 74-98). Palmerston North: Dunmore Press.
MHRD (2005): Statement of Minister of Human Resources Development
in Rajya Sabha on March 21, 2005. Available on
http://www.education.nic.in/htmlweb/INCLUSIVE.html
Mitchell, D. (1999). Creating inclusive schools. Hamilton: University of
Waikato.
Mittler, P.(2002).Educating pupils with intellectual disabilities in
England: Thirty years on. International Journal of Disability,
Development and Education, 49(2), 145-160.
Mohanty, Susanta (2008) Inclusive Education : Making Space for All,
University News, 46 (44) November
Moltzen, K. Ryba, (Eds.), Learners with special education needs in
Aotearoa New Zealand (3rd ed., pp. 9-21). Palmerston North:
Dunmore Press.
Monahan, R., & Marino, S. (1996). Teacher attitudes toward inclusion:
implications for teacher education in schools 2000. Education,
117 (2) 1-12.
Moon K. Chang, (2000). Restructuring organisational conditions: A
conceptual framework to foster inclusive practices. International
Special Education Congress, University of Manchester, UK
Mukhopadhyay, S. & Mani, M. N. G. (2002) Education of Children with
Special Needs, in Govinda, R. (2002) (ed) India Education Report,
NIEPA, New Delhi: Oxford University Press (pp. 96-108)
Mushoriwa, T. (2001). A study of the attitudes of primary school
teachers in Harare towards the inclusion of blind children in
regular classes, British Journal of Special Education, 28 (3),
142-147.
Naggy, Linda Farineli, (1992). The introduction of interactive
video into the secondary science curriculum: A case study
using an instruction design model. Dissertation Abstracts
International, Vol. 52 No. 7.
Nayak, Jyotirmayee (2008) ‘Attitude of Parents and Teachers towards
Inclusive Education’ E Vol 7(6) Edutracks, February
NCERT (2006): Assessment of Needs for Inclusive Education: Asia
Pacific Reagion Available on
NCERT (2006): Including Children and Youth with disabilities in
Education, a Guide for Practitioners, and Department of
Education of Groups with Special Needs, National Council of
Educational Research and Training, New Delhi. Available on
http://ncert.nic.in
NCF (2005): National Curriculum Framework, NCERT, New Delhi,
PP.79-89
Neena Dash(2007):Promoting Inclusive Education, Edited by Govind
Rao,L. Perpectives on special education, Vol.2, Hyderabad ,
Neelkamal publications, pp.305-310
Newman, D.L., & Lobosco, A.F. (1992). Teaching special needs
populations and teacherjob satisfaction. Urban Education. 27 (3)
20-30.
Nina Yssel, Petra Engelbrecht, Marietjie Magdalena Oswald, Irma
Eloff, and Estelle Swart(2007) : Views of Inclusion .A
Comparative Study of Parents' Perceptions in South Africa and
the United States. Remedial and Special Education November
2007 vol. 28 no. 6 356-365 34.
Norah Frederickson, Sandra Dunsmui, Jane Lang, Jeremy Monsen,
(2004): Mainstream-special school inclusion partnerships: pupil,
parent and teacher perspectives. International Journal of
Inclusive Education, Volume 8, Number 1, Jan-Mar 2004 , pp.
37-57(21).
Norway, and the United States. International Journal of Educational
Research, 29(2), 87-166.
O’Brien J., Forest, M., Action for Inclusion. How to improve Schools by
Welcoming Children with Special Needs into Regular
Classrooms, Inclusion Press, 2001, Toronto, Ontario, Canada.
O’Brien, P., & Ryba, K. (2005). Policies and systems in special
education. In D.Fraser, R. Moltzen, K. Ryba, (Eds.), Learners with
special education needs in Aotearoa New Zealand(3rded, pp.
22-48).Palmerston North:Dunmore Press.
O’Neil,J.(1995) “Can inclusion Work ? A Conversation with Jim
Kauffman and Mara Sapon-Shevin” ,Educational Leadershio,
52, 4:4-6
OECE (1999) Inclusive Education at work: students with Disabilities in
Mainstream Schools, Paris OBCD
Olga Imellou, (2000). Individualised educational intervention in
an inclusive classroom, International Special Education
Congress, University of Manchester, U.K.
On Inclusive Education, UNESCO, Paris, 2001
Onita Nakra (2003):Children and learning difficulties, New Delhi, Allied
publishers.
PannerSelvam,S.K.(?)Education For All. Summary Study conducted in
Tamilnadu, New Delhi, India. APH-Publication corpertion,
pp210-219
Parsuram,K(2006).variables that affect teachers’ attitudes towards
disability and inclusive education in Mumbai, India. disability
and Society,21(3).pp231-242.
Penny Lacey, Lyn Layton, Carol Miller, Juliet Goldbart,and Hazel
Lawson(2007)What is literacy for students with severe learning
difficulties? Exploring conventional and inclusive literacy,Journal
of Research in Special Educational Needs, year 2007 Volume: 7,
Issue NO: 3, pages 149-160.
Peters, S. (2004) Inclusive Education: An EFA Strategy for All Children,
Washington DC: World Bank.
Peters, S., ed. (1993). Education and Disability in Cross-Cultural
Perspective. Edited by B. Edward R, ReferenceBooks in
International Education. New York: Garland Publishing, Inc.
Peterson, M. & Hittie, M. (2003). Inclusive teaching; creating effective
schools for all learners. Boston: Allyn and Bacon.
Peterson,J.(1989). Remediation is no remedy, Educational
Leadership, 46(6) pp. 24-25.
Phil Bayliss and Elias Avramidis (2000): Mainstream Teachers'
Attitudes Towards the Inclusion of Students with Special
Educational Needs in the Ordinary School- International
Special Education Congress-Including the Excluded-
University of Manchester, 24th-28th JULY 2000, Presented
at ISEC 2000.
Phil Baylisss, (2000). From integration to inclusion. International
Special Education Congress, University of Manchester, UK.
Pijl, S., & Meijer, C., (1997). Factors in inclusion; a framework. In S.
Pijl, C. Meijer, & S. Hegarty (Eds.), Inclusive education: A globe
agenda (pp8-13). London: Routledge.
Polloway, E.A. et al. (1989). Strategies for Teaching Learners with
Special Needs. Fourth Edition. Merrill Publishing Company. A
Bell & Howell Information Company,Columbus, Ohio 43216.
Porter, L. G. (1995). Critical elements for inclusive schools. In S. Pijl, C.
Meijer, & S. Hegarty (Eds.), Inclusive education: A globe agenda
(pp. 8-13). London: Routledge
Porter, L. G. (1995). Critical elements for inclusive schools. In S. Pijl, C.
Meijer, & S. Hegarty (Eds.), Inclusive education: A globe agenda
(pp. 8-13). London: Routledge.
Pradhan, R. (2009) : ‘Prospects of Inclusive Education through
Attitudinal Change in Teachers’, Journal of Indian Education,
Volume XXXV No1, PP102-109.
Prakash, J. (2002) : Inclusive education: experiences of children,
parents and teachers. Unpublished Master of Arts
Dissertation, Lady Irwin College, University of Delhi.
Prakash, J. (2005). Inclusive education: voices from the other
side. International Journal of Disability Studies, Vol.1, No.1,
pp. 92-113.
Premavathy,v. and Geetha,T. (2006) Integrated and Inclusive
Education, DSE,(VI) Manual, Rehabilitation council of India in
Association With Kanishka publishers,Distributors,
New Delhi, pp. 23-27.
Premila, K.S., and Sumathi, D. (2008) From Special Schools to
Inclusive Schooling – Policy, Planning and Practices* paper
presented at National Seminar on “Towards Excellence in Special
Education in 21st Century” 12-13 March, Dept of Education,
University of Madras, Chennai. Press.
Prochnow, J. E., Kearney, A.C., & Caroll-Lind, J. (2000). Successful
inclusion: what do teachers say they need? New Zealand
Journal of Educational Studies, 35 (2), 157-178.
Pudlas, K.A. (2001). Educational Provisions for Children with
Exceptional Needs in British Columbia. Exceptionality Education
Canada. 11(2-3), 33-54
Punani, Bhushan, (1997). Comparative evaluation of the
effectiveness of various modes of education of visually
impaired children. In Sixty Sruvey of Educational Research.
Vol.I, (1993-2000) NCERT, New Delhi.
QCA (2000) General Statement for Inclusion in Curriculam 2000
London QCA
Quinn, S. & Ryba, K. (2000).Linking Inclusive Policies with Best
Teaching Practices. In Deborah Fraser, Roger Moltzen & Ken Ryba
(eds.) Learners with Special Needs in Aotearoa New Zealand.
Dunmore Press.
Ragunathan M. (2005) : Awareness Attitude and Competencies Revived
by the Teacher in dealing with Low Vision Children at the
Primary Stage, Ph.D. Education, Alagappa University, Karaikudi.
Ragunathan,M.(2006). Indian Educational Abstracts, National Council
of Educational Research and Training, Vol. 6, No.2, Pp.50
Ramya S. (2010), ‘Status Study of Inclusive Education of Disabled
Students Under SSA Scheme’, M.Ed. Dissertation (Unpublished),
Sri Sarada College of Education, Salem.
Ranganathan,R. (2007) Inclusive Education, A programme for students
with Visual impairment, Edited by Govind Rao,L. PERPECTIVES
on special education, Vol.2, Hyderabad, Neelkamal publications,
pp.332-335
Rangaswamy,K. and Bhavani,K. (2008). Journal of Community
Guidance and Research, Vol. 25, No.1, Pp.121
Rangi, W., C. (2001). Making schools more culturally inclusive for Maori
learners. Unpublished MEd thesis, University of Waikato,
Hamilton.
RCI News (2005): A Newsletter of Rehabilitation Council of India, Vol.-1,
No.-2, Dec.2004 – Feb. 2005, p.13
Reddy, G.L. (2000). Role performance for special education teachers.
NCERT- ERIC Research Project Report. Department of Education,
Alagappa University, Karaikudi
Reddy, G.L. (2004) Awareness, attitude and competencies of special
and normal school teachers to deal children with disabilities.
Ministry of Social Justice & Empowerment, Govt. of India, New
Delhi, Research Project. Dept. of Education, Alagappa
University, Karaikudi-3.
Reddy G.L. et al (2008) ‘Promoting Inclusive School – Issues and
Practices’ International Educators, 20:1, PP 51-59
Reddy, L. and R.Poornima (2008) Disabilities and impairments,
Discovery publishers, New Delhi.
Reddy, G.L., Ramar, R. and Kusuma, A. (2000). Education of
children with special needs. Discovery publishers, New
Delhi.
Reddy, Lokanadha, G, Jayaprabha.R, Sujatha Malini.J. (2005) Role
Performance of Special Education Teachers Problems and
Prospects (DPH) Discovery Publishing House, New Delhi.
Rehabilitation council of India (1996),9TH annual report, New Delhi.
Riddell.S (2006): Approaches to Inclusive Education in Scotland:
Challenges and Opportunities Available on
http://www.itscotland.org.uk/inclusiveeducation/research&report
/app roaches toinclusiveeducation.asp
Rombo, L., J. (2003). Perceptions of teacher educators about their
professional development at the primary teachers’ colleges in view
of programme 2000: a case study of Dauli teachers’ college. An
unpublished BEd (Hons) thesis, Goroke, University of Goroka.
Rosie Flewitt and Melanie Nind (2007): Parents choosing to combine
special and inclusive early year’s settings: The best of both
worlds? European Journal of Special Needs Education, Volume
22, Issue 4 November 2007, pages 425 – 441.
Royston Flude, (2000). The challenge of the disadvantaged: The
inner & outer journeys of inclusion. International Special
Education Congress, University of Machester, UK.
Saini, J.S. (2006). A study of inclusive education for the disabled
in union territory of chandigarh. International Journal of
Disability Studies. Vol.2, No.1, pp. 141-148.
Samarth (2006): Three days Teacher Training Module of inclusive
education, developed by Bihar Education Project Council under
Sarva Shiksha Abhiyan (SSA) scheme, p.01 – 88.
Sandeep Berwal and sangeetha (2007): Inclusive Education-A Move
towards bonding and building the society, Edited by Govind
Rao,L. Perspectives on special education,Vol.2, Hyderabad,
Neelkamal publications,pp.312-316.
Sanjeev. K. (2006): Inclusive Education: A hope for children with
special needs, Available on http//www.bihartimes.com.
Sanjeev. K. (2007): Feasibility of Inclusive Education in Knowledge
economy of Bihar: Initiative and Perspective at higher Level,
Peoples Dialogue on Education, Vol.1, No.1, January issue,
pp.50-59.
Santhanam P. (2005) : Remedial programme for Children with Learning
Difficulties, SSA Research Activity, TamilNadu.
Schumm, J.S., & Vaughn, S. (1995). Responsible inclusion for students
with learning disabilities. Journal of Learning Disabilities.
28 (5),1-23.
Sebba, J.and Ainscow,M. (1996) “International development in inclusive
schooling”, Cambridge journal of Education 26, 1:5-18.
Seetharam R. (2005) : A study on the Social Integration of Children
with mild and moderate disabilities in Mainstream Classrooms
under Sarva Shiksha Abhiyan, TamilNadu, SSA Research
Activity, TamilNadu.
Selvakani, S. (2000). “Creating Awareness on Integrated Education of
the Disabled Children to the Regular Teacher”. Unpublished
M.Ed. Dissertation, Avinashilingam Deemed University,
Coimbatore.
Severina Luciano ,and Robert S. Savage(2007): Bullying Risk in
Children With Learning Difficulties in Inclusive Educational
Settings, Canadian Journal of School Psychology June 2007vol.
22 no. 1 14-31.
Sharma, K. (2002). Self Learning Material for Teacher Educators:
Education of Children with Locomotor disabilities. Department of
Education of Groups with Special Needs, National Council of
Educational Research and Training, Sri Aurobindo Mard, New
Delhi-110016.
Sharma, K. (2002): ‘Attitude Change-Breaking the psycho-social
barriers’ Journal of Indian Education, 27(4), 85-89.
Sharma, P.L. and Jangira,N.K. (1987). Sourcebook – Training Teacher
of Hearing Impaired. Central Resource Centre (PIED). National
Council of Educational Researchand Training, Sri Aurobindo
Mard, New Delhi- 110016.
Sheema Aleem, Naved Iqbal and Ramish Naheed (2009). Disabilities
and Impairment, Akshat Publications, Vol. 23, No.1, Pp.43
Shevde, S. (1997). Feasibility study of models of inclusive
education. Unpublished M.Ed., Dissertation, Centre of
Special Education, SNDT Women's University, Mumbai.
Silva, J. C., & M, J. (2004). Support teachers’ belief about the academic
achievement of students with special educational needs. British
Journal of Special Education, 31 (4), 207-214.
Simmi Chhabra, RamaSrivastava, and Ishaan Srivastava (2010) :
Inclusive Education in Botswana: The Perceptions of School
Teachers, Journal of Disability Policy Studies March 2010 vol.
20 no. 4 219-228.
Singal, N. (2005a) Responding to difference: Policies to support
‘inclusive education’ in India, paper presented at the Inclusive
and Supportive Education Congress 2005, University of
Strathclyde, Glasgow.
Singal, N. (2005b) Mapping the field of inclusive education: a review of
the Indian literature, International Journal of Inclusive
Education, 9 (4), October-December 2005, pp. 331-350.
Singh and Shukla, (1986). A case study of school broadcast in
Delhi, CET NCERT, New Delhi, 1980.
Singh, A.D. (1983). A comparative study of high and low
achievers in self concept formation, in M.B.Buch (Ed.).
Fourth Survey of Research in Education, NCERT, New Delhi.
Singh, J. P and Dash, M. K. (2005): Disability Development in India.
New Delhi
Skidmore, D. (2004). Inclusion: The dynamic of school development.
Buckingham: Open University Press
Smith, G., & Smith, D. (1985). A mainstreaming program that really
works. Journal ofLeamring Disabilities. 18 (6), 369-370.
Smith, T., Polloway, E., Patton, J., & Dowdy, C. (2005). Teaching
students with special needs in inclusive settings (4th ed.). Boston:
Pearson Education.
Smith, T.C., Polloway, E., Patton, J.R., & Dowdy, C.A. (2004). Teaching
students withspecial needs in inclusive settings (4th Edn.).
Boston: Pearson Education, Inc.
Sophie Mitra, (2006), Disability and social safety nets in
developing countries. International Journal of Disability
Studies, Vol.2, No.1, pp.43-88.
Special Needs Education, in Prospects, quarterly review of comparative
education, International Bureau of Education, Vol. XV, no.2,
June 1995
Spedding, S. (2005). The role of teachers in successful inclusion. In P.
Foreman (Eds.), Inclusion in Action (pp. 404-490). Victoria:
Thomas Nelson.
Sreedevi, P. and Sarada (2008). Journal of Community Guidance
and Research, Vol. 25, No.3, Pp.333
SSA (2006): Responding to Children with Special Needs – A Manual
for Planning and Implementation of Inclusive Education in Sarva
Shiksha Abhiyan, MHRD, Department of Elementary Education
and Literacy, MHRD, Govt. of India. Available on
http://www.ssa.nic.in/childspl/ssa_plan_mannual.pdf
Stainback, W., & Stainback, S. (1992). Support network for inclusive
schooling.Interdependent integrated education. Baltimore:
Brookes Publishing Co.
Stangvik, G. (1997). Beyond schooling; integration in a policy
perceptive. In S. Pijl,C. Meijer, & S. Hegarty (Eds.), Inclusive
education: A globe agenda (pp32-50). London: Routledge.
Stanovich, P.J. & Jordan, A. (2004). Inclusion as professional
development. The Teacher Educator, 39(3).
Status of Disability in India – 2000, published by RCI, p-445.
Stoler, R.D. (1992). Perceptions of regular education teachers toward
inclusion.Clearing House. 66 (10) 1-10.
Stuart Z. Carroll, Jerry G. Petroff and Richard Blumberg, (2009):
The Impact of a College Course Where Pre-Service
Teachers and Peers with Intellectual Disabilities Study
Together. The Journal of the Teacher Education Division of
the Council for Exceptional Children November 2009 vol.
32 no. 4 351-364
Subrahmanian, R. (2003) Exploring Processes of Marginalisation
and Inclusion I n Education, in Education Inclusion and
Exclusion: Indian and South African Perspectives, IDS
Bulletin Vol. 34 (1), 2003, Falmer: Institute of Development
Studies
Sue Pearson (2007): Preparing for inclusive education: the pre-course
experiences of prospective secondary school teachers on a UK-
based training course, Journal of Research in Special
Educational Needs, Volume 7 Issue 2 , 18 May 2007, Pages 124 –
135
Suhmidt, W. N. & Harriman, E. N. (1998). Teaching strategies for
inclusive classrooms: schools, strategies and success. Fort Worth:
Harcourt Brace College Publishers.
Sujathamalini, J. (2002). “Competencies Required Primary School
Teachers to Handle Learning Difficulties in Children”.
Unpublished Ph.D. Thesis, Alagappa University, Karaikudi.
Suraksha Pal and Shashi Malik (2008). Journal of Community
Guidance
Swarup, S. (1998). Making inclusion a reality through cooperative
learning, in Sixth Survey of Educational Research, Vol.I, (1993-
2000) NCERT, New Delhi
Swarup, S. (1998). Making inclusion a reality through
cooperative learning, in Sixth Survey of Educational
Research, Vol.I, (1993- 2000) NCERT, New Delhi.
Swarup, Smriti (2000) Editorial, Inclusive Education in Sixth Survey of
Educational Research (NCERT)
Synder, R.F. (1999). A qualitative study of inservice general education
teachers' attitudes and concerns. Edugation. 120 (1) 1-14.
Tansley and Gulliford, (1962). Causes of poor memory. Is slow
learners are weakness in attention. Dissertation Abstracts
International, Vol.54, No.8.
Tenyankaran Mc Donald, (1994), Learner controlled lessons in
co-operative learning groups during computer based
instruction. Dissertation Abstracts International, Vol.54,
No.12.
Thomas, G., & Vaughan, M. (2004). Inclusive education;
readings and reflection. London: Bell & Bain LTD.
Thomas, G., & Vaughan, M. (2004). Inclusive education; readings and
reflection. London: Bell & Bain LTD.
Thomas, P. (2005b) Mainstreaming Disability in Development: India
Country Report, London: Disability Knowledge and Research,
accessed at: http://disabilitykar.net/research/pol_india.html
Thorburn, J. (1997). Including everyone; teaching students with special
needs in regular classrooms. Wellington. Allegro Press.
Timmons (2004) surveyed the Canadian faculties of education on their
pre-service training and their in-service teacher professional
development programs, delivered at the November 2004 National
Summit on Inclusive Education.
Timmons, V. (2001). Services for Children with Special Needs in Prince
Edward Island over the Last Decade. Exceptionality Education
Canada, 11(2-3), 179-192.
Toni R. Van Laarhoven, Dennis D. Munk,Kathleen Lynch,Julie Bosma
and Joanne Rouse(2007): A Model for Preparing Special and
General Education Pre-service Teachers for Inclusive Education,
journal of Teacher Education November 2007 vol. 58 no. 5 440-
455.
Treder, David, W., Morse William, C. and Ferron John, M. (2000) The
relationship between teacher effectiveness and teacher attitude
towards issues related to inclusion. Teacher Education and
Special Education, Vol. 23, No. 3, pp. 202-10.
Ujala – III (2006): Five days teachers training Module for Teachers of
Upper primary classes. P. 22 – 23.
UNESCO (1994). The Salamanca Statement and Framework on Special
Needs Education. Paris: UNESCO
UNESCO (2006): Inclusive Education. Available on
http://portal.unesco.org/education/en/ev.php-URI_ID
UNESCO International Bureau of Education
UNESCO. (1997). Inclusive schools & community support programme -
Benin. In Inclusive schools and community support programmes
(pp. 16-19). Paris, Division of Basic Education. Author.
UNESCO. (1997). Inclusive schools and community support
programmes – Morocco. In inclusive schools & community
support programme (pp. 44- 46) Paris, Division of Basic
Education. Author.
UNESCO. (1997). Integration of children with disabilities into regular
schools in the context of a community-based rehabilitation
programme – Ivory Coast. In inclusive schools & community
support programme (pp. 31-34). Paris, Division of Basic
Education. Author.
UNESCO. (1997). Support to special and regular schools for children
with special educational needs – Burkina Faso. In inclusive
schools & community support programme (pp. 20-23). Paris,
Division of Basic Education. Author.
UNESCO. (1997). The golden key integrated education programme in
Guanxi province – China. In inclusive schools & community
support programme (pp. 24-26). Paris, Division of Basic
Education. Author.
UNESCO. (1997).Support for training of the trainers in developing
inclusive schooling – Guinea. In inclusive schools & community
support programme (pp.27-30). Paris, Division of Basic
Education. Author.
Usha Rani.V (2008) Awareness of Inclusive Education for the Disabled
(IED) among the Teachers in Krishnagiri District
Van Reusen, K. A., Shoho, A. R., and Barker K. S. (2001). High school
teacher attitudes toward inclusion. The High School Journal;
University of North Carolina Press 84/ 2,p.7
Vargo, S. (1998). Consulting teacher to teacher. In the council for
exceptional children. Teaching Exceptional Children, 30 (3), 54-
55.
Vianne Timmons and Mithu Alur, (2004). Transformational learning: A
description of how inclusionary practice was accepted in India.
International Journal of Special Education, Vol.19, No.1.
Vianne Timmons and Mithu Alur, (2004). Transformational
learning: A description of how inclusionary practice was
accepted in India. International Journal of Special
Education, Vol.19, No.1.
Vijay Shankar Sharma (2009). Disabilities and Impairment, Akshat
Publications, Vol. 23, No.2, Pp.88
Villa, R.A., & Thousand, J.S. (2005). Creating an inclusive school (2nd
Edn.). Alexandria,Virginia: Association for Supervision and
Curriculum Development.
Villa, R.A., Thousand, J.S., Meyers, H., & Nevin, A. (1996). Teacher and
administrator perceptions of heterogeneous education. Journal of
Exceptional Children, 63,29-45.
Vincenza Benigno, Stefania Bocconi and Michela Ott (2007): Inclusive
education: Helping teachers to choose ICT resources and to use
them effectively. eLearning Papers , www.elearningpapers.eu .
No 6. November 2007. ISSN 1887-1542.
Vlaardingerbroek, B., Tottenham, A., & Leach, G. (1994). Special
Education in Papua New Guinea. In K. Mazurek, & M. Winzer
(Eds.), Comparative studies in special education (pp. 25-31).
Washington, D.C: Gallauder University Press.
Voltz, D., Brazil, N., & Ford, A. (2001). What matters most in inclusive
education: a practical guide for moving forward. Intervention in
School & Clinic, 37, 23-31.
Waligore, Lisa R. (2002): Teachers’ attitudes toward inclusion:
what did they say? M. A. Degree, Rowan University.
Ward, M.Elkn (2005) Primary Concerns for Successful Inclusion Hresis,
MA., Rowan University.
West, J., Houghton, S., Taylor, M., & Ling, K. P. (2004). The
perspectives of Singapore secondary school students with
vision impairment towards their inclusion in mainstream
education.Australasian Journal of Special Education,28 (1),18-27.
Westwood, P. S. (2003). Commonsense methods for children with
special educational needs: Strategies for the regular classroom
(4th ed.). London: Routledge Falmer.
Whyte, B. (2005). Collaborating with diverse cultures. In D. Fraser, R.
Moltzen, K. Ryba, (Eds.), Learners with special education needs in
Aotearoa New Zealand (3rd
ed., pp. 117-127). Victoria: Dunmore
Press.
Williams, M., & Gersch, I. (2004). Teaching in mainstream and special
schools: Are the stresses similar or different? British Journal of
Special Education, 31 (3), 157-162.
Wolger, J. (1998). Managing change. In C. Tilstone, L. Florine, & R.
Rose (Eds.), Promoting inclusive practice (pp. 78-92). London:
Routledge.
Wood, M; (1998). Whose job is it anyway? Exceptional roles in
inclusion. Exceptional Children. 64 (2)1, 181-195.
Wood, M; (1998). Whose job is it anyway? Exceptional roles in
inclusion. Exceptional Children. 64 (2)1, 181-195.41
World Health Organisation, (1980). International classification of
impairments, disabilities and handicaps. Geneva: Author.
World Bank (2004) Project Appraisal Document on a Proposed Credit of
the Amount of SDR 334.9 million (US$500 million Equivalent) to
the Republic of India for an Elementary Education Project (Sarva
Shiksha Abhiyan), Human Development Sector Unit, South Asia
Region, accessed at : http://www-wds.worldbank.org
/external/default/WDSContentServer/IW3P/IB/2004/04/02
/000012009_20040402171429/Rendered/PDF/ 27703.pdf
Wright, A. J., & Graham, J. (1997). Where and when do speech and
language therapists work with teachers. British Journal of
Special Education, 24 (4), 171-174.
Wright, A. J., & Kersner, M. (1999). Teachers and speech and language
therapists working with children with physical disabilities:
Implication for inclusive education. British Journal of Special
Education, 26 (4), 201-205.
Yin, R.K. (1994). Case study research: Design and methods (2nd Edn.).
Applied socialresearch methods series volume 5. California: Sage
Publications, Inc.
Zaveri, L. (2001). Development of an awareness modules on
inclusive education for students with disabilities for
administrators and teachers of general schools, Sixth
Survey of Educational Research, Vol.I, NCERT, New Delhi.
Zionts, P. (Ed.) (2005). Inclusion strategies for students with learning
and behavior problems: Perspectives, experiences and best
practices. Austin, Texas: Pro-Edu. International Publisher.