| 15.17E | Ablaev | Edem | Uzbekistan | Colonialism in the sphere of public education and fortune of deported nations |
| 11.17C | Adenigbagbe | Samuel | Nigeria | The changing role of Federal College of education(Special)Oyo |
| 15.8 | Adoria | Mercedes | Philippines | Inclusive education in Philippine schools: issues and challenges |
| 14.13 | Ajobieude | Theo | Nigeria | Special education teacher preparation in Federal College of Education(Special) Oyo: future directions |
| 10.11 | Akbarloo | N | Iran | Variables affecting placement of hearing impaired children |
| 7.8 | Akkok | Fusun | Turkey | Changing roles of parents in Turkey |
| 7.13 | Allan | Julie | Scotland | It's good to talk. Bridging the gap between disability studies and inclusive education |
| 15.10 | Allen | Sue | New Zealand | Tertiary opportunities for people with an intellectual disability in New Zealand |
| 13.6 | Alm | Maria | Sweden | Textbooks and knowledge gains in mentally retarded children |
| 13.17C | Almeida | Maria Amelia | Brazil | Including individuals with severe mental limitations in the community |
| 15.5 | Almeida | Maria | Brazil | The Brazilian universities and special students: an investigation of their access and permanence |
| 10.14 | Al'Shuali | Fathia | Yemen | The development process of inclusive education within the Ministry of Education, Yemen |
| 5.17C | Alur | Mithu | India | Invisible Children …a study of policy exclusion |
| 6.17G | Alvarez | Nicholas | Finland | Best practise for internationally mobile students |
| 11.7 | Al-Yagon | Michal | Israel | Children at risk for developing learning disorders: different perspectives |
| 10.12 | Amatanglo | Judith | USA | Cultivating the desire and the eagerness to learn in all children |
| 6.7 | Amini | Majid | West Indies | Religion in Education: Inclusion or Exclusion? |
| 7.17B | Anderson | David | USA | Using the arts as a vehicle for educational and emotional success |
| 3.10 | Antoniou | A.S. | Greece | The sources of stress and the coping mechanisms of special needs teachers in Greece |
| 6.7 | Antonopoulou | Katerina | Greece | Museum education for children with special educational needs in Greece |
| 3.17E | Arkhurst | Marie Therese | Cote D'Ivoire | Promoting girls' education |
| 5.17E | Arkoh | A.R.K. | Ghana | Education for all |
| 15.8 | Asamani | Charlotte | England | Developing inclusive practice policy in Ghana |
| 15.17B | Asifatu | F.A. | Nigeria | The Nigerian educational policy towards the excluded: a reality of myth-Islamic perspective |
| 15.8 | Atim | Mary Stella | Uganda | The changing roles of practitioners and stakeholders towards education for all |
| 5.10 | Atinmo | Morayo | Nigeria | The challenges of Library and Information services for handicapped readers |
| 3.17F | Avissar | Gilada | Israel | The school principal and inclusion: a cross cultural research investigation |
| 11.12 | Avissar | Gilada | Israel | Views of general education teachers about inclusion: an international perspective |
| 10.13 | Balshaw | Maggie | England | Understanding the development of inclusive schools in Harrow |
| 11.5 | Balzer | Kirsten | Denmark | Communication: Children's ways of living |
| 11.5 | Barr | Dilys | England | Is there a symbol for tokenism? |
| 11.13 | Baryayebwa | Herbert | Uganda | From rights to policy; the case for Uganda |
| 14.9 | Basinda | Mary | Tanzania | Inclusive education practice in Tanzania |
| 11.9 | Bateson | Orla | N. Ireland | Opportunities for school leavers with multiple and complex disabilities |
| 15.10 | Bateson | Orla | N.Ireland | Career information for school leavers with multiple and complex disabilities |
| 15.17B | Baykoc Donmez | Necate | Turkey | Special education in Turkey |
| 5.17D | Baylis | Pam | England | Promoting reading skills of children with Down Syndrome in a mainstream environment |
| 6.17E | Bayliss | Phil | England | Supporting Michael |
| 7.13 | Bayliss | Phil | England | Reclaiming community: from integration to inclusion |
| 11.12 | Bayliss | Phil | England | Mainstream teachers' attitudes towards inclusion |
| 10.17C | Benjamin | Shereen | England | Differently successful? Academic in/exclusion in a girls' comprehensive school |
| 15.12 | Bergo | Monica | Brazil | Special education in a small state: map of class to teacher's control |
| 14.10 | Bevan-Brown | Jill | New Zealand | Ethnically diverse groups missing out |
| 11.9 | Beveridge | Sally | England | Promoting independent wayfinding in the community: a key skill for young people with learning difficulties |
| 10.17A | Bjarnason | Dora | Iceland | Teenagers dimensions of audlthood, friendship, school and wok in Iceland |
| 5.17E | Bonanni | Ingrid | South Africa | Teaching English as a Multi-Cultural Language |
| 11.17D | Borg | Carmel | Malta | Let me learn - what listening to different voices can do to the development of a learning community |
| 9.8 | Bourke | Roseanna | New Zealand | Special education 2000: changing policies, changing times |
| 9.8 | Bourke | Roseanna | New Zealand | Including learners with challenging behaviours in regular classrooms |
| 5.12 | Boutskou | Evangelia | Greece | Integration of children with severe learning difficulties: unrealistic expectation or a step towards inclusion? |
| 13.6 | Bouwer | Cecilia | South Africa | The At-Risk Disk: developing within-school resources |
| 11.6 | Bovair | Keith | England | Specialist settings as inclusive organisations |
| 15.12 | Bowen | Maggie | Wales | Equality of opportunity, entitlement and inclusion for all pupils in one Welsh local authority |
| 5.17A | Broderick | Alicia | USA | Intensive behavioural intervention for children with autism |
| 5.7 | Brohier | Bill | Malaysia | CBM's international efforts at including the excluded |
| 10.11 | Brouillette | Ron | Vietnam | The efficacy of total communication within an inclusive education system for deaf students |
| 6.17D | Brown | Erica | England | Teachers meeting the needs of seriously ill or dying children and their families |
| 7.8 | Brown | Coleen | New Zealand | "Parents lacking motivation and resources wont cope |
| 3.15 | Bullock | Lyndal M. | USA | Designing effective programs for children and youth with challenging behaviours |
| 10.6 | Burnard | Sonia | England | Inclusion within a special school for children with emotional and behavioural difficulties |
| 13.12 | Burnard | Sonia | England | Inclusion and the training of teachers in behaviour management |
| 9.12 | Burns | Bob | Brunei | The effects of early intervention on the academic achievements of primary class 2 pupils |
| 15.11 | Burns | Liam | N.Ireland | The OPT project in N.Ireland - a focal point for developing collaboration between professional groups |
| 15.11 | Byers | Richard | England | Enhancing quality of life |
| 6.17C | Byrom | Brenda | England | Ongoing classroom assessment |
| 3.17F | Carnellor | Yvonne | Australia | The process of effective inclusion - a whole school policy |
| 9.15 | Carrington | Suzanne | Australia | Comparison between traditional and inclusive school cultures |
| 15.14 | Carroll-Lind | Janis | New Zealand | Childrens' experience violence |
| 5.17F | Castro Silva | Jose | Portugal | Factors contributing to special needs students' academic achievement |
| 14.17E | Cavas | Bulent | Turkey | The use of computer technology in seventh grade science topics which contain mathematics |
| 5.11 | Chan | Hung Ki | Hong Kong | Staff development in Hong Kong kindergartens |
| 6.17B | Chang | Moon | USA | Restructuring organizational conditions: a conceptual framework to foster inclusive practices |
| 11.6 | Chapman | Niels | England | Clearing the clutter from inclusion |
| 7.6 | Chib | Malini | England | Are you alone where's your helper? |
| 13.17E | Chiegeonu | Ndudim | Nigeria | Towards an indigenous sign language for people with hearing impairment in Nigeria |
| 5.17B | Chiinze | M.M. | Zimbabwe | Voices of reason |
| 5.6 | Chimedza | Robert | Zimbabwe | Disability and Distance and open learning in Zimbabwe |
| 5.17A | Choi | Serene | Australia | Let's play:children with autism and their play partners together |
| 6.17D | Closs | Alison | Scotland | The post-school education of young adults with severe medical conditions |
| 3.17C | Cobenas | Elena | Argentina | Meeting Juan's needs |
| 7.17B | Conrad | Dennis | USA | The parts we played: Oral histories of three Caribbean special education pioneers |
| 9.11 | Corbett | Jenny | England | Listening to the clients: the role of a client forum in a vocational training programme |
| 11.7 | Cormack | Michelle | Australia | Effective funding for children and students with disabilities - towards a new practice |
| 13.9 | Cottrell | Stella | England | Dyslexia in the universities |
| 13.12 | Cowne | Elizabeth | England | Evaluating the impact of in-service training in promoting inclusive practice |
| 10.17C | Crabtree | Jason | England | Inclusive education: its impact on the self-concept of children with moderate learning difficulties |
| 3.14 | Crawford | Nick | China | Integration in Hong Kong: a framework for reform |
| 9.17B | Croft | Alison | England | Free primary education in Malawi: how do lower primary teachers respond to pupil diversity? |
| 5.17G | Cropp | David | England | The inclusive school for people with autistic spectrum disorders |
| 11.11 | Cropp | David | England | The lost professional - the inclusive role of the occupational therapist |
| 14.17B | Csyani | Yvonne | Hungary | Steps towards inclusion in Hungary |
| 15.11 | Cull | Barry | Canada | A pilot project for students with specific learning disabilities in post-secondary education |
| 11.17C | Culverhouse | Gay | USA | Teacher preparation: strategies to promote successful inclusion |
| 6.17E | Cunha | Ana | Brazil | Preventing and promoting early development: Teaching parents to use early interventions techniques |
| 6.9 | Czislowski-McKenna | Ann | Australia | Some days are diamonds. Classroom interactions of a student with severe intellectual impairment |
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16/07/2000