| 7.17C | Hak | Hala | Egypt | Inclusion without support or differentiation - a case study of five children with SLD |
| 11.14 | Hales | Betty | England | EBD special schools working towards inclusion |
| 9.9 | Hamstra | Dorien | Neth. | Just different:special education in an experimental setting |
| 5.15 | Hanraham | James | Canada | An analysis of an imprinted-dot approach to teaching arithmetic to intellectually disabled children |
| 7.17F | Haq | Farida | Malaysia | Inclusion in Malaysia: from divided to shared responsibility |
| 9.17B | Haraldsdottir | Ingiborg | Iceland | Inclusive school - benefit for all students in the classroom |
| 13.11 | Hardman | Michael | USA | Responding to policy-directed and field initiated change in teacher education |
| 5.10 | Harper | Gregory | USA | Peer assisted learning to support the inclusion of children with disabilities |
| 6.8 | Hartas | Dimitra | England | Is there an interaction between language and reading difficulties? |
| 5.5 | Hartnett | Johnette | USA | An analysis of Vermont's obligation to establish entitlement for people with development disabilities |
| 10.17F | Hassanzadeh | S | Iran | Exclusive and inclusive education in Islamic Republic of Iran |
| 10.14 | Hay | Johnnie | South Africa | Aparteid's contribution to South African inclusive education policy |
| 5.17G | Hayasaka | Masashi | Japan | The development of home bound/hospital education for pupils with severe and profound difficulties |
| 6.14 | Hayford | Samuel | Ghana | Promoting inclusive education in basic schools in Winneba Circuit: the role of SAP |
| 14.8 | Heung Woon King | Vivian | Hong Kong | Social Interaction of students with disabilities integrated in ordinary schools in Hong Kong |
| 13.17F | Hick | Peter | England | Educational psychologists supporting inclusive practice |
| 3.17G | Higashibara | Fumiko | Japan | Software package for arithmetic word problems |
| 10.15 | Hill | Linda | Canada | Discovering connections/connecting kids workshops |
| 10.5 | Holdsworth | Janet | China | Asian teachers moving towards inclusion: PDR lao |
| 11.5 | Holdsworth | Janet | China | What organisational conditions foster the development of inclusive practices? |
| 5.7 | Hornby | Garry | England | The good, the bad and the ugly: evaluation of interventions in the field of special education |
| 14.15 | Horst | Helen | South Africa | Classroom practice in South African multicultural schools: problems and processes |
| 6.6 | Housego | Billie | Canada | An educational alternative designed to reduce suspension and exclusion |
| 7.17F | Howell | Colleen | South Africa | Building an inclusive education and training system: the challenges for higher education in South Africa |
| 11.11 | Howley | Marie | England | Using Social Stories to promote the inclusion of pupils with autistic spectrum disorders |
| 15.17C | Hughes | Paula | India | Starting from scratch |
| 5.6 | Hung | Li-Yu | Taiwan | Multiple measures of the effectiveness of social skill training for adolescents with EBD |
| 3.17D | Hupp | Susan | USA | Social mastery motivation: implications for educational practice |
| 5.14 | Hutchinson | Jane | England | Appropriate literacy intervention for all: the case of emergent bilingual children |
| 9.14 | Iannaccone | Carmen | USA | Facilitating specialized intervention and integration: a school-wide team assistance project |
| 9.11 | Ihatsu | Markku | Finland | The challenging students in a Finnish vocational school |
| 14.14 | Imellou | Olga | Greece | Individualised educational intervention in an incllusive classroom |
| 13.17F | Imich | Andre | England | The developing role of assistant educational psychologists |
| 9.17F | Ince | Kate | England | Preventing disaffection at key stage 4 |
| 3.13 | Innes | John | England | I want the best for my baby! |
| 7.6 | Iyanar | C.K. | England | How do people with disabilities experience inclusion and exclusion in education |
| 7.7 | Jacklin | Angela | England | The pupil experience of schooling: what is important to the pupils themselves? |
| 5.6 | Jaden | Alexander Lasuba | Sudan | Education for communication skills in the community |
| 9.10 | Jahnukainen | Markku | Finland | What's special in special education? Former EBD students' views on schooling |
| 6.14 | Jain | Deepa | India | From solution, towards inclusion - the enabling centre experience |
| 10.13 | Jakove | Zota | Macedonia | Effective schools for all:Macedonia |
| 11.15 | Januszewski | Bodo | Germany | Special Needs support and consultancy: European Perspectives |
| 3.9 | Jarrar | Allam | Israel | From community based rehabilitation towards an inclusive education policy:Palestine |
| 14.12 | Jayachandran | K.R. | India | Inclusive education in Kerala state |
| 6.17B | Johnsen | Berit | Norway | Listening to the voice of history. Traditions and ideas underlying the inclusive school |
| 7.9 | Johnson | Mike | England | The literacy hour and pupils with SEN |
| 14.14 | Johnston | Lorna | N.Ireland | Looking to the future: teaching for self-directed learning |
| 15.7 | Johnstone | David | England | Community solutions to inclusion:the development of learning facilitators in Slovakia |
| 11.10 | Jones | Hazel | England | UN convention on the rights of the child |
| 13.10 | Jones | Hazel | England | Including disabled children in everyday life: a practical approach |
| 14.8 | Jones | Eric | USA | Inclusion State-level policies to local practices |
| 3.7 | Jordan | Rita | England | "I don't necessarily want to change": The challenge of developmental disorders such as autism |
| 13.14 | Jordan | Ann | Canada | Exemplary teaching in inclusive classrooms |
| 10.17A | Joshi | Priti | India | Understanding the experience of disability through children's expressions |
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16/07/2000