REFERENCES
REFERENCES
REFERENCES
Armstrong, F. & Barton, L. 2008. Policy, experience and change and the challenge
of inclusive education: the case of England. Policy, Experience and Change
5(18): 5-18.
Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the
challenge? American Secondary Education, 33, 51-64.
Bowlby, J. (1973). Attachment and loss: Vol 2. Separation. New York: Basic Books.
Chandler, T. (2015). School Principal Attitudes Toward the Inclusion of Students with
Disabilities. Retrieved from
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&arti
cle=1176&context=dissertations on April 5, 2018
Creswell,J (2012). Research Design: Qualitative inquiry and research design: Choosing
among five approaches. Thousand Oaks, CA:Sage
Copland, M. (2011, March). The myth of the super principal. Phi Delta Kappan, pp.528-
533
.
Harris, J. R. (2009). The nurture assumption: Why children turn out the way they do (2nd
ed.). New York: Free Press.
Hemberg, Jessica,PhD., R.N., Eriksson, Katie,PhD., R.N., & Nyström, Lisbet, PhD, RN.
(2016). Through darkness into the light - A path to health as described by adults
after having lived through personal suffering. International Journal of Caring
Sciences, 9(2), 393-399. Retrieved from
https://search.proquest.com/docview/1817069816?accountid=31259
Kulish, A. N., Harust, Y. V., Reznik, O. N., & Utkina, M. S. (2016). Implementation and
administrative framework of the inclusive education in the context of the european
integration process. Journal of Advanced Research in Law and Economics, 7(6), 1405-
1417. doi:http://dx.doi.org/10.14505/jarle.v7.6(20).18
Lampen, A. (2014). Principals’ Perceptions towards Inclusive Education and the Recent
Curriculum Policy Development in South Africa. Retrieved from
http://wiredspace.wits.ac.za/jspui/bitstream/10539/18380/2/Principals%E2%80%
99%20Perceptions%20towards%20Inclusive%20Education%20and%20the%20
Recent%20Curriculum%20Policy%20Development%20.pdf on April 5, 2018
Levine, D.U. & Lezotte, L.W. (1990). Unusually effective schools: A review and analysis
of research and practice. Madison, WI: National Center for Effective Schools
Research & Development
MacBeath, J., & Townsend, T. (2011a). Thinking and acting both locally and globally:
What do we know now and how do we continue to improve? In T. Townsend & J.
MacBeath (Eds.),International handbook of leadership for learning(Vol. 25, pp.
1237–1254). Dordrecht, the Netherlands: Springer. doi:10.1007/978-94-007-
1350-5_66
Nel, N. M., Tlale, L. D. N., Engelbrecht, P., & Nel, M. (2016). TEACHERS'
PERCEPTIONS OF EDUCATION SUPPORT STRUCTURES IN THE
IMPLEMENTATION OF INCLUSIVE EDUCATION IN SOUTH
AFRICA. Koers, 81(3), 1-14. doi:http://dx.doi.org/10.19108/KOERS.81.3.2249
Patton,M. ( 1990). Qualitative evaluation and research methods (pp. 169-186). Beverly
Hills, CA: Sage
Patton M.Q. (1987). Qualitative Evaluation and research methods (2nd ed.) Newbury
Park, CA: Sage Webliography
Valeo, A. (2008) Inclusive education support systems: Teacher and administrator views.
International Journal of Special Education, 2, 23.
Vashishtha, K. C., & Priya, K. (2013). Attitudes, knowledge and concerns of teachers
towards inclusion of students with disabilties. Educational Quest, 4(2), 123-129.
Retrieved from
https://search.proquest.com/docview/1540733936?accountid=31259
Wood, P., Evans, D., & Spandagou, I. (2014). Attitudes of principals towards students
with disruptive behaviour: An australian perspective. The Australasian Journal of
Special Education, 38(1), 14-33. doi:http://dx.doi.org/10.1017/jse.2014.5