European journal of psychology of education

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  Año 2006, Vol. 21, Número 3

  • Inclusive education ten years after Salamanca: Setting the agenda

    M. Ainscow

    págs. 231-238

    

  • An ecosystemic approach for understanding inclusive education: An Indian case study

    N. Singal

    págs. 239-252

    

  • The implementation of inclusive education in South Africa after ten years of democracy

    P. Engelbrecht

    págs. 253-264

    

  • Inclusive Education in Australia ten years after Salamanca

    C. Forlin

    págs. 265-278

    

  • Sustaining cultures of inclusion: The value and limitation of cultural analyses

    J. W. Kugelmass

    págs. 279-292

    

  • Developing inclusive practices among educational psychologists: Problems and possibilities

    P. Farrell

    págs. 293-304

    

  • Understanding marginalisation in education: The voice of children

    K. Messiou

    págs. 305-318

    

  • Transition club: Facilitating learning, participation and psychological adjustment during the transition to secondary school

    N. Humphrey, M. Ainscow

    págs. 319-332

    

  • From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings

    M. Cesar, N. Santos

    págs. 333-346

    

  • Improving inclusive practices in Australian schools: Creating conditions for university-school collaboration in inquiry

    J. Deppeler

    págs. 347-360