Professional Documents
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Taxiarhis Vouglanis <tvouglan@hotmail.com>
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Folsom-Meek, S. L., & Rizzo, T. L. (2002). Validating the physical educators attitude toward
teaching individuals with disabilities III (PEATID III) survey for future professionals. dapted
Physical Activity Quarterly, 19(2), 141-154.
Forlin, C. & Hopewell, T. (2006). Inclusion; the Heart of the Matter: Trainee teachers
perceptions of a parents journey. British Journal of Special Education, 33, 2, 56 -62.
Gal, E., Schreur, N. & Engel-Yeger, B. (2010). Inclusion of children with disabilities: teachers
attitudes and requirements for enviromental accommodations. International Journal of Special
Education 25, no. 2: 89-99.
Hasler, G. (1996). Development in the disabled peoples movement. In J. Swain, V.
Finkelstein, S. French and M. Oliver, Disabling Barriers- Enabling Environments. London:
Sage Publ. Ltd.
Hegarty, S. (1994). Integration and the Teacher. In C.J.W. Meijer, S. J. Pijl, S. & S. Hegarty
(eds). New Perspectives in Special Education. A six-country study of integration. London:
Routledge, pp. 125-131.
Hornby, G. (1999). Inclusion or Delusion: Can one size fit all? Support for Learning, 14(4),
152-157.
Houck, C. (1992) Special education integration, unification initiative for students with specific
learning disabilities. An investigation of programme status and impact (ERIC Document
Reproduction Service No. 786).
Hutzler, Y., Zach, S. & Gafni, O. (2005). Physical education students attitudes and self-
efficacy towards the participation of children with special needs in regular classes. European
Journal of Special Needs Education 20, no. 3: 309-27.
Leyser, Y. & Kirk, R. (2004). Evaluating inclusion: An examination of parent views and
factors influencing their perspectives. International Journal of Disability Development and
Education, 51: 27185.
LOGSE. (1990). Ley 1/1990, de 3 de octubre, de Ordenacin General del Sistema Educativo.
Boletn Oficial del Estado, 04/10/1990.
Loreman, T., Sharma, U., Forlin, C. & Earle, C. (2005). Pre-service teachers attitudes and
concerns regarding inclusive education. Retrieved on June 12, 2016, from
http://www.isec2005.org.uk/isec/abstracts/papers_l/loreman_t.doc.
Meister, H. (2000). - . .
- (.). : ; H
. : , . 71-87.
Mitchell, D. (1990). Integrated Education. In Entwistle, N. (ed.), Handbook of Educational
Ideas and Practices, London: Routledge, pp.1046-1057.
Moberg, S. (2003). Education for all in the North and the South: Teachers attitudes towards
inclusive education in Finland and Zambia. Education and Training in Developmental
Disabilities, 38: 41728.
Monaham, R., Miller, R. & Cronic, D. (1997). Rural Teachers Administrators and
Counsellors Attitude towards inclusion. (ERIC Document Reproduction Service NO.ED 406
099).
Mousouli, M., Kokaridas, D., Angelopoulou-Sakadami, N., & Aristotelous, M. (2009).
Knowledge and attitudes towards children with special needs by physical education students.
International Journal of Special Education, 24 (3), 85-89.
Muhanna, M. (2010). Investigation of differences in attitudes, beliefs and knowledge of
inclusion of students with Autism between special and general primary teachers in Jordan.
8
Unpublished Master of Education (Research) thesis, Faculty of Education and Social Work,
University of Sydney.
Ogbue, R. M. (1995). Report of the Survey of special Education Facilities in Nigeria. Lagos
Federal Government Press.
Parasuram, K. (2006). Variables that affect teachers attitudes towards disability and inclusive
education in Mumbai, India. Disability and Society 21: 231-42.
Rizzo, T. L. & Vispoel, W. P. (1992). Changing attitudes about teaching students with
handicaps. Adapted Physical Activity Quarterly, 9(1), 54-63.
Schumm, J. S. & Vaughn, S. (1992). Planning for mainstreamed special education students:
Perceptions of general classroom teachers. Exceptionality 3, no. 2: 81- 98.
Scruggs, T. E. & Mastropieri, . . (1996). Teacher perceptions of mainstreaming/inclusion,
1958-1995: a research synthesis. Exceptional Children, 63(1), 59-74.
Sherrill, C. (2004). Adapted Physical Activity, Recreation and Sport: Crossdisciplinary and
Lifespan (6th ed.). New York, NY: McGraw-Hill Companies.
Siegel, J. (1992). Regular Education Teachers Attitudes towards their Mainstreamed Students
(ERIC Reproduction Service No. Ed 354 653).
Stoneman, Z. (2001). Attitudes and beliefs of parents of typically developing children: Effects
on early childhood inclusion. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on
change (pp.101-126). Baltimore: P. H. Brookes Pub. Co.
Subban, P. & Sharma, U. (2006). Primary school teachers perceptions of inclusive education
in Victoria, Australia. International Journal of Special education, 21(1), 42-52.
Tripp, A. & Sherrill, C. (1991). Attitude theories of relevance to adapted physical education.
Adapted Physical Activity Quarterly, 8(1), 12-27.
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs
Education. Adopted by the World Conference on Special Needs Education: Access and
Quality. Salamanca, Spain, 7-10 June.
UNESCO. (2005). Guidelines for Inclusion: Ensuring Access to Education for All. Published
by the United Nations Educational, Scientific and Cultural Organization, 7 place de Fontenoy,
75352 Paris 07 SP.
Westwood, P. & Graham, L. (2003). Inclusion of students with special needs: Benefits and
obstacles perceived by teachers in New South Wales and South Australia. Australian Journal
of Learning Disabilities, 8, 3-15.
Zigmond, N. (2003). Where should students with disabilities receive special education
services? Is one place better than another? The Journal of Special Education, 37(3), 193-199.
. (2003). .
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