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Volumn 8, Issue 2, 2004, Pages 155-184

Validating the British index for inclusion for the Australian context: Stage one

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EID: 37949011914     PISSN: 13603116     EISSN: 14645173     Source Type: Journal    
DOI: 10.1080/1360311032000158033     Document Type: Conference Paper
Times cited : (21)

References (22)
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    • Deppeler, J.M.1
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    • Why restructuring alone won't Improve teaching
    • Elmore, R. (1992) Why restructuring alone won't Improve teaching. Educational Leadership, 49, 44-48.
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    • Elmore, R.1
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    • The impact of research on divelopments in inclusive education
    • Farrell, P. (2000) The impact of research on divelopments in inclusive education. International Journal of Inclusive Education, 4, 153-162.
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    • Farrell, P.1
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    • Human Rights and Equal Opportunity Commission, ACT: Commonwealth of Australia
    • Human Rights and Equal Opportunity Commission (1994) Disability Discrimination Act, 1992 (ACT: Commonwealth of Australia).
    • (1994) Disability Discrimination Act, 1992
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    • Integration in Australia: A research perspective
    • Jenkinson, J. and Gow, L. (1989) Integration in Australia: a research perspective. Australian Journal of Education, 33, 267-283.
    • (1989) Australian Journal of Education , vol.33 , pp. 267-283
    • Jenkinson, J.1    Gow, L.2
  • 15
    • 79953416567 scopus 로고    scopus 로고
    • Inclusive education in Victoria: The UNESCO Education for All 2000 Assessment
    • In Education for All:, Fyshwick: National Council on Intellectual Disability
    • Loreman, T. and Deppeler, J. (2001) Inclusive education in Victoria: the UNESCO Education for All 2000 Assessment. In Education for All: UNESCO Report Card on Inclusive Education in Australia (Fyshwick: National Council on Intellectual Disability), pp. 69-72.
    • (2001) UNESCO Report Card on Inclusive Education in Australia , pp. 69-72
    • Loreman, T.1    Deppeler, J.2
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    • Teacher empowerment and the capacity for organizational learning
    • Marks, H. M. and Seashore Louis, K. (1999) Teacher empowerment and the capacity for organizational learning. Educational Administration Quarterly, 35, (Suppl.), 707-750.
    • (1999) Educational Administration Quarterly , vol.35 , Issue.SUPPL. , pp. 707-750
    • Marks, H.M.1    Seashore Louis, K.2
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    • Appendix 1 Meyer Report: Review of the program for students with disabilities and impairments
    • D.o.E. Office of School Education, Employment and Training (ed.) (Victoria Department of Education, Employment and Training)
    • Meyer, L. H. (2001) Appendix 1 Meyer Report: Review of the program for students with disabilities and impairments. In D.o.E. Office of School Education, Employment and Training (ed.), Better Services, Better Outcomes in Victorian Government Schools: A Review of Educational Services for Students with Special Educational Needs, (Victoria Department of Education, Employment and Training).
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    • Meyer, L.H.1
  • 19
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    • Students with special education needs: Artifacts of the traditional curriculum
    • M. Ainscow ed, London: Fulton
    • Skrtic, T. M. (1991) Students with special education needs: artifacts of the traditional curriculum. In M. Ainscow (ed.), Effective Schools for All (London: Fulton).
    • (1991) Effective Schools for All
    • Skrtic, T.M.1
  • 21
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    • The Salamanca Statement and framework for action
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    • UNESCO (1994) The Salamanca Statement and framework for action. Paper presented at the World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June 1994.
    • (1994) World Conference on Special Needs Education: Access and Quality


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.