Tímarit um menntarannsóknir - 01.06.2012, Qupperneq 151

151
Skóli án aðgreiningar og kennaramenntun
Meijer, C., Soriano, V., og Watkins, A. (2003).
Special needs education in Europe. Middelfart:
European Agency for Development in
Special Needs Education
Mennta- og menningarmálaráðuneytið.
(2011). Aðalnámskrá grunnskóla, almennur
hluti. Reykjavík: Höfundur.
Naukkarinen, A. (2010). From discrete
to transformed? Developing inclusive
primary school teacher education in a
Finnish teacher education department.
Journal of Research in Special Educational
Needs, 10(1), 185–196.
O´Brian, J. og O´Brian, C. L. (1996). Inclusion
as a force for school reneval. Í S. Stainback
og W. Stainback (ritstjórar), Inclusion: A
guide for educators, (bls. 29–48). Baltimore:
Paul H Brooks Publishing.
OECD. (2005). Teachers matter: Attracting,
developing and retaining effective teachers.
Sótt 22. október, 2011 af http://www.oecd.
org/document/52/0,3746, en_2649_39263
231_34991988_1_1_1_1,00.html
OECD. (2009). Creating effective teaching and
learning environments – first results from
TALIS. Sótt 22. október, 2011 af http://www.
oecd.org/dataoecd/17/51/43023606.pdf
OECD. (2010). Educating teachers for diversity.
Meeting the challenge. Paris: OECD CERI.
Sótt 30. október, 2011 af http://www.oecd.
org/document/38/0,3343, en_2649_35845
581_44572006_1_1_1_1,00.html
Pijl, S. J. (2010). Preparing teachers for
inclusive education: Some reflections from
the Netherlands. Journal of Research in
Special Educational Needs, 10(1), 197–201.
Ragnar F. Ólafsson og Júlíus K. Björnsson.
(2009). TALIS. Staða og viðhorf
kennara og skólastjórnenda. Reykjavík:
Námsmatsstofnun.
Ragnhildur Bjarnadóttir. (2008). Starfshæfni
kennara frá sjónarhóli norrænna
kennaranema. Uppeldi og menntun. 17(2),
55–74.
Reglur fyrir Háskóla Íslands nr. 569/2009.
Sótt 1. júní, 2010 af http://www.hi.is/
adalvefur/reglur_fyrir_haskola_islands.
Reynolds, M. (2001). Education for inclusion,
teacher education and the teacher training
agency standards. Journal of In-Service
Training, 27(3), 465–476.
Salend, S. J. (2001). Creating inclusive
classrooms: Effective and reflective practices
(4..útgáfa). Upper Saddler River: Merrill
Prentice Hall.
Sanders, W. og Horn, S. (1998). Research
findings from the Tennessee value-added
assessment system (TVAAS) database:
Implications for educational evaluation
and research. Journal of Personnel Evaluation
in Education, 12(3), 247–256.
Savolainen, H. (2009). Responding to
diversity and striving for excellence: The
case for Finland. Prospects Quarterly Review
of Comparative Education, 39(3), 281–292.
Scruggs, T. E. og Mastropieri, M. A. (1996).
Teacher perceptions of mainstreaming
inclusion, 1958–1995: A research synthesis.
Exceptional Children, 63, 59–74.
Sharma, U., Ee, J. og Desai, I. (2003). A
comparison of Australian and Singaporean
preservice teachers’ attitude and concerns
about inclusive education. Teaching and
Learning, 24(2), 207–217.
Shippen, M. E., Crites, S. A., Houchins, D.
E., Ramsey, M. L. og Simon, M. (2005).
Preservice teachers’ perceptions of
including students with disabilities.
Teacher Education and Special Education,
28(2), 92–99.
Stayton, V. D. og McCollun, J. (2002). Unifying
general and special education: What does
the research tell us? Teacher Education and
Special Education, 25(3), 211–218.