Page 142 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
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ja Riccarda Kiswarday
Bender, W. N., C. O. Vail in K. Scott. 1995. »Teachers Attitudes toward Increased
Mainstreaming: Implementing Effective Instruction for Students with Le-
arning Disabilities.« Journal of Learning Disabilities 28 (2): 87–94.
Catlin, D., in M. Blamires. 2019. »Designing Robots for Special Needs Education.«
Technology, Knowledge and Learning 24 (2): 291–313.
Cook, B. G., in S. L. Odom. 2013. »Evidence-Based Practices and Implementation
Science in Special Education.« Exceptional Children 79 (2): 135–144.
Cozolino, L. 2013. The Social Neuroscience of Education: Optimizing Attachment
and Learning in the Classroom. New York: Norton.
Di Lieto, M. C., E. Castro, C. Pecini, E. Inguaggiato, F. Cecchi, P. Dario, G. Cioni idr.
2020. »Improving Executive Functions at School in Children with Special
Needs by Educational Robotics.« Frontiers in Psychology 10:2813.
Dyson A., A. Howes in B. Roberts. 2002. A Systematic Review of the Effectiveness
of School-Level Actions for Promoting Participation by All Students. London:
EPPI-Centre.
European Agency for Development in Special Needs Education. 2012. Tea-
cher Education for Inclusion: Profile of Inclusive Teachers. Bruselj: European
Agency for Development in Special Needs Education.
European Agency for Special Needs and Inclusive Education. 2015. Agency Po-
sition on Inclusive Education Systems. Bruselj: European Agency for Special
Needs and Inclusive Education.
Florian, L. 2008. »Inclusion: Special or Inclusive Education; Future Trends.« Bri-
tish Journal of Special Education 35 (4): 202–208.
———. 2014. »Reimagining Special Education: Why New Approaches Are Ne-
eded.« V The Sage Handbook of Special Education, uredila L. Florian, 1:9–22.
London: Sage.
Florian, L., in A. Graham. 2014. »Can an Expanded Interpretation of Phronesis
Support Teacher Professional Development for Inclusion?« Cambridge Jo-
urnal of Education 44 (4): 465–478.
Florian, L., in M. Rouse. 2009. »The Inclusive Practice Project in Scotland: Tea-
cher Education for Inclusive Education.« Teaching and Teacher Education
25 (4): 594–601.
Forlin, C. 2001. »Inclusion: Identifying Potential Stressors for Regular Class Tea-
chers.« Educational Research 43 (3): 235–245.
———. 2010. »Reframing Teacher Education for Inclusion.« V Teacher Education
for Inclusion: Changing Paradigms and Innovative Approaches, uredil C. For-
lin, 3–12. London: Routledge.
Forlin, C., T. Loreman, U. Sharma in C. Earle. 2009. »Demographic Differences
in Changing Pre-Service Teachers’ Attitudes, Sentiments and Concerns
about Inclusive Education.« International Journal of Inclusive Education 13
(2), 195–209.
Friend, M., L. Cook, D. Hurley-Chamberlain in C. Shamberger. 2010. »Co-Teach-
142
Bender, W. N., C. O. Vail in K. Scott. 1995. »Teachers Attitudes toward Increased
Mainstreaming: Implementing Effective Instruction for Students with Le-
arning Disabilities.« Journal of Learning Disabilities 28 (2): 87–94.
Catlin, D., in M. Blamires. 2019. »Designing Robots for Special Needs Education.«
Technology, Knowledge and Learning 24 (2): 291–313.
Cook, B. G., in S. L. Odom. 2013. »Evidence-Based Practices and Implementation
Science in Special Education.« Exceptional Children 79 (2): 135–144.
Cozolino, L. 2013. The Social Neuroscience of Education: Optimizing Attachment
and Learning in the Classroom. New York: Norton.
Di Lieto, M. C., E. Castro, C. Pecini, E. Inguaggiato, F. Cecchi, P. Dario, G. Cioni idr.
2020. »Improving Executive Functions at School in Children with Special
Needs by Educational Robotics.« Frontiers in Psychology 10:2813.
Dyson A., A. Howes in B. Roberts. 2002. A Systematic Review of the Effectiveness
of School-Level Actions for Promoting Participation by All Students. London:
EPPI-Centre.
European Agency for Development in Special Needs Education. 2012. Tea-
cher Education for Inclusion: Profile of Inclusive Teachers. Bruselj: European
Agency for Development in Special Needs Education.
European Agency for Special Needs and Inclusive Education. 2015. Agency Po-
sition on Inclusive Education Systems. Bruselj: European Agency for Special
Needs and Inclusive Education.
Florian, L. 2008. »Inclusion: Special or Inclusive Education; Future Trends.« Bri-
tish Journal of Special Education 35 (4): 202–208.
———. 2014. »Reimagining Special Education: Why New Approaches Are Ne-
eded.« V The Sage Handbook of Special Education, uredila L. Florian, 1:9–22.
London: Sage.
Florian, L., in A. Graham. 2014. »Can an Expanded Interpretation of Phronesis
Support Teacher Professional Development for Inclusion?« Cambridge Jo-
urnal of Education 44 (4): 465–478.
Florian, L., in M. Rouse. 2009. »The Inclusive Practice Project in Scotland: Tea-
cher Education for Inclusive Education.« Teaching and Teacher Education
25 (4): 594–601.
Forlin, C. 2001. »Inclusion: Identifying Potential Stressors for Regular Class Tea-
chers.« Educational Research 43 (3): 235–245.
———. 2010. »Reframing Teacher Education for Inclusion.« V Teacher Education
for Inclusion: Changing Paradigms and Innovative Approaches, uredil C. For-
lin, 3–12. London: Routledge.
Forlin, C., T. Loreman, U. Sharma in C. Earle. 2009. »Demographic Differences
in Changing Pre-Service Teachers’ Attitudes, Sentiments and Concerns
about Inclusive Education.« International Journal of Inclusive Education 13
(2), 195–209.
Friend, M., L. Cook, D. Hurley-Chamberlain in C. Shamberger. 2010. »Co-Teach-
142
