A reading list for inclusion and disability in schooling

Resource type
Report
Author/contributor
Title
A reading list for inclusion and disability in schooling
Date
2022
Notes

Assaf, T., & Taylor, S. (2021). Program Evaluation of Kolibri FLY. Open Development & Education. https://doi.org/10.53832/opendeved.0202. Available from https://docs.opendeved.net/lib/6ZQ9VHHC. Available under Creative Commons Attribution 4.0 International. (details)

Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3. (details)

Fishman, B. J., Penuel, W. R., Allen, A.-R., Cheng, B. H., & Sabelli, N. (2013). Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice. 21. (details)

Hughes, J. N., & Cavell, T. A. (1999). Influence of the teacher-student relationship in childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28(2), 173–184. https://doi.org/10.1207/s15374424jccp2802_5. (details)

Liu, H., Liu, Q., Du, X., Liu, J., Hoi, C. K. W., & Schumacker, R. E. (2021). Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis. Current Psychology. https://doi.org/10.1007/s12144-021-01598-7. (details)

Lynch, P., Singal, N., & Francis, G. A. (2022). Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review. Educational Review, 0(0), 1–27. https://doi.org/10.1080/00131911.2022.2035685. (details)

Murray, C., & Pianta, R. C. (2007). The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities. Theory Into Practice, 46(2), 105–112. https://doi.org/10.1080/00405840701232943. (details)

Ojok, P., & Wormnæs, S. (2013). Inclusion of pupils with intellectual disabilities: primary school teachers’ attitudes and willingness in a rural area in Uganda. International Journal of Inclusive Education, 17(9), 1003–1021. https://doi.org/10.1080/13603116.2012.728251. (details)

Open Development & Education. (2022). A reading list for inclusion and disability in schooling. (details)

Penuel, W. R., Fishman, B. J., Haugan Cheng, B., & Sabelli, N. (2011). Organizing Research and Development at the Intersection of Learning, Implementation, and Design. Educational Researcher, 40(7), 331–337. https://doi.org/10.3102/0013189x11421826. Available from http://edr.sagepub.com/cgi/doi/10.3102/0013189X11421826. (details)

Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association. https://doi.org/10.1037/10314-000. (details)

Schools2030. (n.d.). Schools 2030 Human-Centered Design Toolkit. https://schools2030.org/. (details)

The African Child Policy Forum. (2011). Children with disabilities in Uganda: The hidden reality. (details)

World Bank. (2020). Special Needs Education in Uganda: Sustainable Development Goal (SDG) #4 Concerns Quality and Inclusive Education. World Bank. https://www.worldbank.org/en/news/factsheet/2020/02/07/special-needs-education-in-uganda-sustainable-development-goal-sdg-4-concerns-quality-and-inclusive-education. (details)

Citation
Open Development & Education. (2022). A reading list for inclusion and disability in schooling.