| 5.17A | Kaderoglou | Lia | Greece | Home-based early intervention in high functioning autistic children |
| 3.17B | Kaff | Marilyn | USA | Improving preservice teacher attitudes toward students with disabilities |
| 3.12 | Kalabula | DM | Zambia | Inclusive education in Africa: A myth or reality: A Zambian Case Study |
| 6.15 | Kamau | Rachel | Kenya | Marginalisation of the gifted |
| 10.15 | Kandel | Mark | USA | Designing and implementing an effective behavioural support plan |
| 7.17A | Kang | Young-sim | Korea | The consulting teacher model as an alternative for the successful inclusion in Korea |
| 14.17C | Kangumba | Winnie | Uganda | From rights to policy: The Ugandan case |
| 11.17A | Kapila | Gipson | Zambia | The bumpy road to inclusive education in Zambia |
| 9.17E | Karugu | G | Kenya | How special schools can promote inclusion education |
| 13.12 | Kearney | Alison | New Zealand | Inclusion: the changing role of teachers |
| 9.14 | Kenosi | Bogadi | Botswana | Improving teacher trainees social inter-active classroom strategies |
| 15.14 | Kermode | John | Isle of Man | Inclusion within a caring and tolerant society |
| 5.17B | Khatoon | S.Khadija | India | Possibilities of integration of mentally retarded students in normal schools in Karachi |
| 3.12 | Khutornay | Marina | Russia | Problems of spontaneous integration of children with SEN in a mainstream school in Russia |
| 13.17B | Kim | Ekaterina | Russia | The IL ideology in social work for children with disabilities in Russia |
| 5.17B | Kirkbride | Lucy | England | Ascertaining the views and wishes of the child |
| 15.17D | Kislitsina | Irina | Uzbekistan | Policy and Practice of inclusive education in Uzbekistan |
| 9.17E | Kiyaga | John | Uganda | Including able children in special schools |
| 11.17B | Kochhar-Bryant | Carol | USA | Accountability and improvement in the US: an analysis of systemic reforms in 36 states |
| 13.7 | Kokkinos | Constantinos | Cyprus | A survey of the attitudes of Greek adults towards individuals with special needs |
| 13.11 | Koshmanova | Tetyana | Ukraine | Current issues in special education teacher preparation of Ukraine |
| 10.17F | Kotze | C.J. | South Africa | The realities of inclusive education with special reference to assessment in South Africa |
| 11.17F | Koutantos | Dimitri | England | Role of peripatetic teacher |
| 3.9 | Kramerroy | Debbie | Pakistan | The role of the child-to-child approach and CBR in facilitating inclusive education |
| 11.8 | Krapivina | Ludmila | Russia | Speech therapy for the children with stuttering in early childhood |
| 14.15 | Krige | Helen | South Africa | Changing Roles: Changing Curriculum |
| 3.14 | Kuen Fung | Sin | Hong Kong | Empowering teachers for inclusive practices |
| 6.5 | Kuester | Vivienne | Canada | 10 years on: Have teacher attitudes toward the inclusion of students with disabilities changed? |
| 6.14 | Kugelmass | Judy | USA | Creating and sustaining an inclusive school |
| 13.17F | Kumsang | Margaret | England | Cultural change and 'ambivalence of place' |
| 13.15 | Kuznetsova | Julia | Russia | Commonalities between the intellectual extremes |
| 3.7 | Kysela | Gerard | USA | Autism Linkage Programme |
| 9.17C | Laine | Colin | Canada | Word-prediction: an inclusive technology for written expression? |
| 5.13 | Lam | Sanu Man | Nepal | Special Education and Portage in nepal |
| 5.15 | Lamb | Kathy | Australia | Differentiating the curriculum using multi-layered lessons and cooperative learning |
| 7.9 | Lamb | Kathy | W.Australia | Reading success: a specialised literacy program for learners with challenging reading needs |
| 10.6 | Landy | Maria | England | Saints and Sinners - what makes a difference? |
| 9.6 | Lane | Melanie | Texas | Collaborative Roles: The Cycles of Success |
| 3.17E | Lari | Zahida | Wales | Self-empowerment for women with disabilities in Pakistan |
| 5.13 | Laso | Biloris Lyndem | India | Non-formal and community based education north east scenario |
| 14.17A | Lazo | Sylvia | Phillipines | Inclusive education in a Montessori setting |
| 6.11 | Lewis | Ann | England | Mapping a pedagogy for special educational needs |
| 7.14 | Lewis | Christine | England | A whole school spproach to managing challenging behaviour |
| 13.8 | Lewis | Jeff | England | Educational resilience, school effectiveness and special educational needs |
| 5.17E | Li | Titus | China | Tears or cheers: The Education of New Chinese Immigrant children in Macau |
| 14.17F | Lin | Su-Jan | Taiwan | Checklist of learning behaviours for children with reading and handwriting disabilities |
| 7.14 | Ling | Marilyn May | Singapore | A comparison of novice and expert teachers' perceptions of problem behaviours |
| 10.7 | Lingham | Jenny | England | Inclusive learning in FE: supporting a community of learners? |
| 7.17A | Lloyd | G | South Africa | An integrated specialized education service responding to local need in Gauteng, South Africa |
| 11.7 | Locke | Ann | England | Development and Disadvantage: implications for the early years and beyond |
| 7.12 | Longland | Helen | England | Promoting inclusive education: a case study of strategies in Leeds before and after the programme of action |
| 6.13 | Loreman | Tim | Australia | Inclusion in Victoria, Australia: six case studies |
| 10.13 | Lucas | Hillary | England | Effective schools for all:Harrow |
| 11.13 | Macfarlane | Angus | New Zealand | Cultural issues in the education of Maori children experiencing behavioural difficulties |
| 10.7 | Maciver | Margaret | New Zealand | The rise and fall of tertiary education for students with an intellectual disability |
| 9.17C | Magnusson | Magnus | Sweden | New ways for non-speaking people - videotelephony |
| 10.17B | Makri-Botsari | E | Greece | Personality characteristics of Greek mothers of children with special needs |
| 11.10 | Malbran | Maria | Argentina | A pictorial version of the Standard Rules |
| 5.12 | Male | Dawn | England | Including pupils with profound and multiple learning difficulties: lessons from home and abroad |
| 3.6 | Malinga | Joshua | Zimbabwe | Exclusive and inclusive education |
| 5.17F | Mamun | Jowaherul | Bangladesh | Coalition for inclusive education in Bangladesh |
| 13.17B | Mani | M.N.G | India | Inclusive education - the ultimate reality in India |
| 9.17A | Mantoan | Maria | Brazil | Towards a school for all |
| 14.17B | Mapepa | Peter | Zimbabwe | The efficacy of inclusiveness, the case of Zimbabwe |
| 6.5 | Marais | James | South Africa | The attitudes of South African teachers towards inclusion |
| 5.8 | Marinosson | Gretar | England | Exclusion as a consequence of inclusive education policies |
| 15.5 | Marshall | Julie | England | Attitudes of PGCE students towards childhood speech and language difficulties |
| 5.5 | Marston | Patricia | England | Circle of support |
| 10.17F | Martins | Ana | Portugal | The philosophy of inclusion: a call for a radical educational reform in Portugal |
| 6.10 | Mathews | Grace | India | The shift from teaching to learning: implications for classroom practices |
| 7.6 | McBrayer | Philip | Hong Kong | Living with learning disabilities: sometimes I wish I were stupid |
| 10.17E | McBride | Shirley | Canada | Challenges of role and power shifts in the implementation of inclusionary policy |
| 7.10 | McCartney | Elspeth | Scotland | Speech and language therapists and teachers working together |
| 10.12 | McConkey | Roy | N.Ireland | Understanding and responding to children's needs in inclusive classroom: a self study for teachers |
| 15.14 | McDougal | Dennis | USA | The role of the Felix consent decree in improving special education and mental health services in Hawaii |
| 6.17D | McHenry | Sandra | USA | "Do not resuscitate": Caring for medically fragile students |
| 11.17F | McKeown | Sally | England | Choosing software for adult learners |
| 10.8 | McMurray | Sharon | N.ireland | Teaching spelling - an inclusive approach |
| 13.13 | Mehta | Mahendra | India | Educational needs of mentally retarded in the millennium year |
| 5.17C | Mian | Ruhul | Bangladesh | F.D.H.P.N. |
| 5.9 | Millward | Alan | England | Alternative pathways to inclusion? |
| 6.15 | Milne | Harry | Australia | Enrichment programs are for students with disabilities |
| 10.17E | Milne | Harry | Australia | Enrichment and disability: an example from Williams Syndrome |
| 10.8 | Mitchem | Katherine | USA | Promoting inclusion with the PAL game: a classwide peer-assisted self-management program |
| 11.13 | Mobaraky | Gh.H | Iran | Emotional and behavioural problems of disabled children in ordinary schools |
| 5.14 | Moffitt | Karen | USA | Express Diversity |
| 5.17B | Mokome | Mokome | Cameroon | To achieve "Education for all" |
| 13.8 | Molina | Jesus | Spain | The inclusive didactic unit: design, stat and assess. |
| 9.14 | Moltzen | Roger | New Zealand | A professional development programme that's all-inclusive |
| 6.11 | Morgado | Jose | Portugal | Quality and inclusion in primary schools - pedagogical practices: importance and difficulty |
| 10.10 | Morrice | Ann | England | Language/literacy programme-from age 4 to adulthood |
| 6.9 | Mosley | Jenny | England | How can the quality circle time model foster the development of inclusive practice? |
| 3.17E | Mosotho | Mmakobo | South Africa | Including the excluded |
| 6.13 | Moss | Julianne | Australia | Inclusive schooling: contexts, texts and politics |
| 3.9 | Mostafa | Golam | Bangladesh | Community Based Education - Issues & Challenges |
| 9.7 | Mphole | Palesa | Lesotho | Contribution of parents in inclusive education |
| 5.7 | Mukherjee | Suzanne | England | Improving communication between health and education professionals |
| 3.17D | Mumba | Paul | Zambia | Democratisation of primary classrooms in Zambia |
| 5.9 | Mumba | Paul | Zambia | The development of psychological dimensions in a primary classroom(a child-to-child innovation) |
| 6.9 | Mumba | Paul | Zambia | Twinning project and community study pairs |
| 5.7 | Munir | Shirin | Bangladesh | Training for inclusion in Bangladesh |
| 9.17F | Muscutt | Janet | England | Education other than at school for disaffected youngsters |
| 15.9 | Mutabazi | Pascal | Uganda | Providing special education for the disabled - successful field experiences |
| 7.11 | Myklebust | Jon | Norway | Students with different forms of specially adapted teaching in upper secondary education |
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16/07/2000