Perceptions of inclusive practices: The Malaysian perspective

Educational Review

Volumn 52, Issue 2, 2000, Pages 187-196

  Jelas, Zalizan M ^a  

^a UNIVERSITI KEBANGSAAN MALAYSIA   (Malaysia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034195356     PISSN: 00131911     EISSN: None     Source Type: Journal    
DOI: 10.1080/713664037     Document Type: Article

References (32)

1. AINSCOW, M. (1999) Reaching out to all learners: some opportunities and challenges, paper presented at the 19th APEID Regional Seminar on Special Education, National Institute of Special Education (Yokosuka, National Institute of Education).
2. ANOTONAK, R.F. & LARRIVEE, B. (1995) Psychometric analysis and revision of the opinions relative to mainstreaming scale, Exceptional Children, 62, pp. 139-149.
3. BOOTH, T. & AINSCOW, M. (1998) From Them to Us: an international study of inclusion in education (London, Routledge).
4. CRANE, S.J. & IWANICKI, E.F. (1986) Perceived role conflict, role ambiguity, and burnout among special education teachers, Remedial and Special Education, 7, pp. 24-31.
5. DENZIN, N.K. & LINCOLN, Y.S. (1994) Introduction: entering the field of qualitative research, in: N.K. DENZIN & Y.S. LINCOLN (Eds) Handbook of Qualitative Research (Thousand Oaks, CA, Sage).
6. EDUCATION ACT 1996 (ACT 550) & SELECTED REGULATIONS (1998) (Kuala Lumpur, International Law Book Services).
7. ERWIN, E.J. & SOODAK, L.C. (1995) I never knew I could stand up to the system: families' perspectives on pursuing inclusive education, Journal of the Association for Persons with Severe Handicaps, 20, pp. 136-146.
8. FILE, N. & KONTOS, S. (1992) Indirect service delivery through consultation: review and implications for early intervention, Journal of Early Intervention, 16, pp. 221-233.
9. FUCHS, D. & FUCHS, L. (1994) Inclusive schools movement and the radicalization of special education reform, Exceptional Children, 60, pp. 294-309.
10. GIANGRECO, M., CLONINGER, C., MUELLER, P., YUAN, S. & ASHWORTH, S. (1991) Perspectives of parents whose children have dual sensory impairments, Journal of the Association for Persons with Severe Handicaps, 16, pp. 14-24.
11. GRADEN, J.L. & BAUER, A.M. (1992) Using a collaborative approach to support students and teachers in inclusive classrooms, in: S. STAINBACK & W. STAINBACK (Eds) Curriculum Considerations in Inclusive Classrooms: facilitating learning for all students (pp. 85-100) (Baltimore, MD, Paul H. Brookes).
12. GREEN, S.K. & SHINN, M.R. (1994) Parent attitudes about special education and reintegration: what is the role of student outcomes?, Exceptional Children, 61, pp. 269-281.
13. HAMRE-NIETUPSKI, S., NIETUPSKI, J. & STRATHE, M. (1992) Functional life skills, academic skills, and friendship/social/relationship development: what do parents of students with moderate/severe/profound disabilities value? Journal of the Association for Persons with Severe Handicaps, 17, pp. 53-58.
14. JONES, R.L. (Ed.) (1990) Attitude and Attitude Change in Special Education: theory and practice (Reston, VA, Council for Exceptional Children).
15. LINCOLN, Y.S. & GUBA, E.G. (1985) Naturalistic Inquiry (Newbury Park, CA, Sage).
16. NIRJE, B. (1969) The normalization principle and its human management implications, in: R. B. KUGEL & W. WOLFENSBERGER (Eds) Changing Patterns in Residential Services for the Mentally Retarded, pp. 179-188 (Washington, DC, President's Committee on Mental Retardation).
17. PALMER, D.S., BORTHWICK-DUFFY, S.A. & WIDAMAN, K. (1998) Parent perceptions of inclusive practices for their children with significant cognitive disabilities, Exceptional Children, 64, pp. 271-282.
18. PUGACH, M.C. (1995) On the failure of imagination in inclusive schooling, Journal of Special Education, 29, pp. 212-223.
19. RAINFORTH, B., YORK, J. & MACDONALD, C. (1992) Collaborative Teams for Students with Severe Disabilities: integrating therapy and educational services (Baltimore, MD, Paul H. Brookes).
20. ROBERTS, R. & MATHER, N. (1995) The return of students with learning disabilities to regular classrooms: a sell-out?, Learning Disabilities Research and Practice, 10, pp. 46-58.
21. ROJEWSKI, J.W. & POLLARD, R.R. (1993) A multivariate analysis of perceptions held by secondary academic teachers toward students with special needs, Teacher Education and Special Education, 16(4), pp. 330-341.
22. ROJEWSKI, J.W., POLLARD, R.R. & MEERS, G.D. (1990) Practices and attitudes of secondary industrial education teachers toward students with special needs, Journal of Industrial Teacher Education, 27(3), pp. 17-32.
23. SEMMEL, M.I., ABERNATHY, T.V., BUTERA, G. & LESAR, S. (1991) Teacher perceptions of the regular education initiative, Exceptional Children, 58, pp. 9-25.
24. SKIDMORE, D. (1999) Discourses of learning difficulty and the conditions of school development, Educational Review, 51(1), pp. 17-28.
25. THOUSAND, J.S. & VILLA, R.A. (1991) Accommodating for greater student variance, in: M. AINSCOW (Ed.) Effective Schools for All (London, David Fulton).
26. TURNBULL, A.P. & TURNBULL, H.R. (1997) Families, Professionals, and Exceptionality: a special partnership (Upper Saddle River, NJ, Merrill/Prentice Hall).
27. UNESCO (1994) The Salamanca Statement and Framework on Special Needs Education (Paris, UNESCO).
28. VILLA, R.A. & THOUSAND, J.S. (1992) Student collaboration: an essential for curriculum delivery in the 21st century, in: S. STAINBACK & W. STAINBACK (Eds) Curriculum Considerations in Inclusive Classrooms: facilitating learning for all students, pp. 117-142 (Baltimore, MD, Paul H. Brookes).
29. WILCZENSKI, F.L. (1992) Measuring attitudes toward inclusive education, Psychology in the Schools, 29, pp. 306-312.
30. WOLFENSBERGER, W. (1972) Normalization: the principle of normalization in human services (Toronto, Ont., National Institute on Mental Retardation).
31. WOOD, M. (1998) Whose job is it anyway? Educational roles in inclusion, Exceptional Children, 64, pp. 181-195.
32. YSSELDYKE, J.E., THURLOW, M.L., WOTRUBA, J.W. & NANIA, P.A. (1990) Instructional arrangements: perceptions from general education, Teaching Exceptional Children, 22(4), pp. 4-8.