Session 15. Friday - 09.00 - 10.30
| Tree Court Common Room A | ||||
| 15.5 | Marshall | Julie | England | Attitudes of PGCE students towards childhood speech and language difficulties |
| 15.5 | Pastor | Carmen | Spain | Encouraging reflection on inclusion as part of courses at university |
| 15.5 | Almeida | Maria | Brazil | The Brazilian universities and special students: an investigation of their access and permanence |
| Tree Court Common Room B | ||||
| 15.6 | Galvez | Mary Julia | Peru | Towards an inclusive education |
| 15.6 | Goel | Sushil | India | District primary education programme and inclusive education in Orissa |
| 15.6 | Nyanungo | Kwadzanal | Zimbabwe | Inclusion in Zimbabwe: achievements, challenges and dilemmas |
| Tree Court Common Room C | ||||
| 15.7 | Gosling | Peggy | England | Challenging disruption: the practice of behaviour support |
| 15.7 | Johnstone | David | England | Community solutions to inclusion:the development of learning facilitators in Slovakia |
| 15.7 | van den Merve | Karen | South Africa | Experiencing the paradigm shift to inclusion |
| Tree Court Common Room D | ||||
| 15.8 | Adoria | Mercedes | Philippines | Inclusive education in Philippine schools: issues and challenges |
| 15.8 | Asamani | Charlotte | England | Developing inclusive practice policy in Ghana |
| 15.8 | Atim | Mary Stella | Uganda | The changing roles of practitioners and stakeholders towards education for all |
| Tree Court Common Room E | ||||
| 15.9 | Ukah | M.O. | Nigeria | Equalizing educational opportunities for the physically handicapped in Nigeria |
| 15.9 | ||||
| 15.9 | Mutabazi | Pascal | Uganda | Providing special education for the disabled - successful field experiences |
| Green Court Common Room 1 | ||||
| 15.10 | Allen | Sue | New Zealand | Tertiary opportunities for people with an intellectual disability in New Zealand |
| 15.10 | Bateson | Orla | N.Ireland | Career information for school leavers with multiple and complex disabilities |
| 15.10 | Salas | Sonia | Chile | Bridging the gap between education and employment for mentally retarded children |
| Green Court Common Room 2 | ||||
| 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 |
| 15.11 | Cull | Barry | Canada | A pilot project for students with specific learning disabilities in post-secondary education |
| Green Court Common Room 3 | ||||
| 15.12 | Bowen | Maggie | Wales | Equality of opportunity, entitlement and inclusion for all pupils in one Welsh local authority |
| 15.12 | Ferguson | Monica | USA | A Partnership for Change in General and Special Education: The Utah SIGNAL Project |
| 15.12 | Bergo | Monica | Brazil | Special education in a small state: map of class to teacher's control |
| Little Court Common Room 5 | ||||
| 15.13 | Fletcher | Todd | USA | Special education reform in Mexico: voices from the field |
| 15.13 | ||||
| 15.13 | Winter | Patricia | Australia | For the benefit of all |
| Little Court Common Room 6 | ||||
| 15.14 | Carroll-Lind | Janis | New Zealand | Childrens' experience violence |
| 15.14 | Kermode | John | Isle of Man | Inclusion within a caring and tolerant society |
| 15.14 | McDougal | Dennis | USA | The role of the Felix consent decree in improving special education and mental health services in Hawaii |
| Little Court Common Room 7 | ||||
| 15.15 | Gerent | Michele | USA | Preparing general and special educators to teach in inclusive settings |
| 15.15 | Sader | Saajidha | South Africa | Including educators: the experience of South African educators in a changing educational milieu |
| 15.15 | ||||
Session 15. Friday - 09.00 - 10.30
| The Limes: Tables A - G | ||||
| 15.17A | Sparks | Nathan | USA | Assistive Technology Assessment Tools |
| 15.17A | Ocloo | Mark | Ghana | The use of instructional technology in teaching children with low vision |
| 15.17A | ||||
| 15.17B | Asifatu | F.A. | Nigeria | The Nigerian educational policy towards the excluded: a reality of myth-Islamic perspective |
| 15.17B | Baykoc Donmez | Necate | Turkey | Special education in Turkey |
| 15.17B | Tangui | Dinah | Kenya | Education for disabled children in Kenya |
| 15.17C | Hughes | Paula | India | Starting from scratch |
| 15.17C | Yagi | Hideji | Japan | An area study on children with SEN in Osaka |
| 15.17C | ||||
| 15.17D | Kislitsina | Irina | Uzbekistan | Policy and Practice of inclusive education in Uzbekistan |
| 15.17D | Sari | Hakan | England | Development of special education provision in Turkey: from the inclusive perspective |
| 15.17D | Dukmak | Samir | England | Family attitudes towards its children and young adults with disabilities in Palestine |
| 15.17E | Ablaev | Edem | Uzbekistan | Colonialism in the sphere of public education and fortune of deported nations |
| 15.17E | Sufi | Anwarul | Bangladesh | Special Education for mentally retarded persons in Bangladesh |
| 15.17E | Della Corte | Julio | Brazil | |
| 15.17F | ||||
| 15.17F | ||||
| 15.17F | ||||
| 15.17G | ||||
| 15.17G | ||||
| 15.17G | ||||
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14/07/2000