Tímarit um menntarannsóknir - 01.06.2012, Page 150

150
Hafdís Guðjónsdóttir og Jóhanna Karlsdóttir
Ingólfur Á. Jóhannesson. (2001 Sala-
manca hugsjónin, einstaklingshyggja og
sjúk dómavæðing: Nemendur með
viðfangsefni greiningar á sérþörfum.
Glæður, 2(11), 13–20.
Ingólfur Á. Jóhannesson. (2006). Different
children – a tougher job. Icelandic teachers
reflect on changes in their work. European
Educational Research Journal, 5(2), 140–151.
Jobling, A. og Moni, K. B. (2004). I never
imagined I’d have to teach these children:
Providing authentic learning experiences
for secondary pre-service teachers in
teaching students with special needs.
Asia-Pacific Journal of Teacher Education,
32(1), 5–22.
Jones, T. G. og Fuller, M. L. (2003). Teaching
Hispanic children. Boston: Allyn and Bacon.
Jóhanna Karlsdóttir og Hafdís Guðjónsdóttir.
(2009). Fjölbreytt nám í skóla án
aðgreiningar. Í Gunnar Þór Jóhannesson
og Helga Björnsdóttir (ritstjórar),
Rannsóknir í félagsvísindum X. Ráðstefnurit
Þjóðarspegils Háskóla Íslands 2009.
Reykjavík: Félagsvísindastofnun Háskóla
Íslands.
Jón Torfi Jónasson. (2012). Hugleiðingar um
kennaramenntun. Netla – Veftímarit um
uppeldi og menntun. Greinaflokkur um
kennaramenntun til heiðurs Ólafi J. Proppé
sjötugum. Sótt 30. mars, 2012 af http://
netla.hi.is/greinar/2012/alm/001.pdf.
Korthagen, F., Loughran, J., og Russell, T.
(2006). Developing fundamental principles
for teacher education programs and
practices. Teaching and Teacher Education,
22(8), 1020–1041.
Kristján Kristjánsson. (2009). Medicalised
pupils: The case of ADD/ADHD. Oxford
Review of Education, 35(1), 111–127.
Lambe, J. (2007). Student teachers, special
educational needs and inclusion
education: Reviewing the potential for
problem-based, e-learning pedagogy to
support practice. Journal of Education for
Teaching, 33(3), 359–377.
Lambe, J. og Bones, R. (2006). Student teachers
attitudes to inclusion; implications for
initial teacher education in Northern
Ireland. International Journal of Inclusive
Education, 10(6), 511–527.
Lancaster, J. og Bain, A. (2007). The design
of inclusive education courses and the
self-efficacy of preservice teacher education
students. International Journal of Disability,
Development and Education, 54(2), 245–256.
Lilja M. Jónsdóttir. (2012). „Það er náttúrulega
ekki hægt að kenna manni allt“: Viðhorf
byrjenda í grunnskólakennslu til
kennaranáms síns. Netla –Veftímarit um
uppeldi og menntun. Greinaflokkur um
kennaramenntun til heiðurs Ólafi J. Proppé
sjötugum á tíu ára afmæli Netlu. Sótt 3.
september, 2012 af http://netla.hi.is/
greinar/ryn/005.pdf
Loreman, T. (2010). A content-infused
approach to pre-service teacher
preparation for inclusive education. Í
C. Forlin (ritstjóri), Teacher education for
inclusion. Changing paradigms and innovative
approaches, (bls. 56–64). London: Routledge.
Loreman, T., Deppeler, J. og Harvey, D. (2005).
Inclusive education: A practical guide to
supporting diversity in the classroom. Crows
Nest: Allen og Unwin.
Lög um grunnskóla nr. 91/2008.
María Steingrímsdóttir. (2010). Fimm ár
sem grunnskólakennari: Fagmennska og
starfsþroski. Í Helga Ólafsdóttir og Hulda
Proppé (ritstjórar), Þjóðarspegill 2010 (190
–196). Reykjavík: Félagsvísindastofnun
Háskóla Íslands.
Meijer, C. (2003). Inclusive education and
classroom practices. Middelfart: European
Agency for Development in Special Needs
Education.
Meijer, C. (2011). Forword. Í V. Donnelly
(ritstjóri), Teacher education for inclusion
across Europe – Challenges and opportunities,
(bls. 5–7). Odense: European Agency for
Development in Special Needs Education.