Session 3. Tuesday - 09.00 - 10.30
| Tower Block Main Hall | ||||
| 3.6 | Malinga | Joshua | Zimbabwe | Exclusive and inclusive education |
| 3.6 | Wills | Don | New Zealand | Inclusion International working for Human Rights |
| 3.6 | Ennals | Paul | England | Dilemmas of translating government principles into practice in the UK |
| Tree Court Common Room A | ||||
| 3.7 | Jordan | Rita | England | "I don't necessarily want to change": The challenge of developmental disorders such as autism |
| 3.7 | Kysela | Gerard | USA | Autism Linkage Programme |
| 3.7 | Donnelly | Julie | USA | In their own words |
| Tree Court Common Room B | ||||
| 3.8 | Uzundemir | Ender | Turkey | Experiencing exclusion as parents |
| 3.8 | Ferguson | Philip | USA | Winks, blinks, squints and twitches: looking for disability through my son's left eye |
| 3.8 | Odeh | Muna | Brazil | The family of disabled children in focus |
| Tree Court Common Room C | ||||
| 3.9 | Jarrar | Allam | Israel | From community based rehabilitation towards an inclusive education policy:Palestine |
| 3.9 | Mostafa | Golam | Bangladesh | Community Based Education - Issues & Challenges |
| 3.9 | Kramerroy | Debbie | Pakistan | The role of the child-to-child approach and CBR in facilitating inclusive education |
| Tree Court Common Room D | ||||
| 3.10 | Forlin | Chris | Australia | What causes teachers most stress during inclusion? |
| 3.10 | Antoniou | A.S. | Greece | The sources of stress and the coping mechanisms of special needs teachers in Greece |
| 3.10 | Eloff | Irma | South Africa | Attitudes of teachers in traditionally black schools to the inclusion of learners with disabilities |
| Tree Court Common Room E | ||||
| 3.11 | Gartner | Alan | USA | Education policy and practice in the USA: standards and inclusion |
| 3.11 | Alur | Mithu | India | Invisible Children …a study of policy exclusion |
| 3.11 | Schoeman | Marie | South Africa | Disability and the politics of difference. Some cautionary remarks |
| Green Court Common Room 1 | ||||
| 3.12 | Kalabula | DM | Zambia | Inclusive education in Africa: A myth or reality: A Zambian Case Study |
| 3.12 | Khutornay | Marina | Russia | Problems of spontaneous integration of children with SEN in a mainstream school in Russia |
| 3.12 | Peresuh | Munhuweyi | Zimbabwe | Early childhood education programmes focus on developing countries |
| Green Court Common Room 2 | ||||
| 3.13 | Panayotopoulos | Christos | England | Children excluded from primary and secondary school: a randomised trial of intervention |
| 3.13 | Florek | Anton | Wales | 'Cool to be in school': a multi-agency approach to increasing school attendance |
| 3.13 | Innes | John | England | I want the best for my baby! |
| Green Court Common Room 3 | ||||
| 3.14 | Kuen Fung | Sin | Hong Kong | Empowering teachers for inclusive practices |
| 3.14 | Crawford | Nick | China | Integration in Hong Kong: a framework for reform |
| 3.14 | Yuen | Celeste | Hong Kong | Reengineering the Hong Kong school curriculum for functional inclusive practice |
| Little Court Common Room 5 | ||||
| 3.15 | Shagufta | Shahzad | Pakistan | Inclusive education a perspective of services |
| 3.15 | Bullock | Lyndal M. | USA | Designing effective programs for children and youth with challenging behaviours |
| 3.15 | Dunckley | Ingrid | New Zealand | Non-aversive and rapid control over extreme behaviour for students in mainstream school settings |
Session 3. Tuesday - 09.00 - 10.30
| The Limes: Tables A - G | ||||
| 3.17A | Sharmila | M. | India | Significant role and responsibility of parents of visually impaired children |
| 3.17A | Skjorten | Miriam | Norway | Upgrading towards inclusion and enrichment |
| 3.17A | Ngwazikazana | P.S. | Zimbabwe | The use of tactile maps for the blind and visually impaired |
| 3.17B | Dowrick | Margaret | Australia | Educators, parents, students and researchers - different voices but common agenda |
| 3.17B | Sadek | Farouk | Egypt | Attitudes towards inclusive education in Egypt |
| 3.17B | Kaff | Marilyn | USA | Improving preservice teacher attitudes toward students with disabilities |
| 3.17C | Cobenas | Elena | Argentina | Meeting Juan's needs |
| 3.17C | Ndeto | Jackson Lucas | Kenya | Changing Roles |
| 3.17C | Ojile | Emmanuel | Nigeria | Echoing the voices of the marginalised/or excluded in developing African countries |
| 3.17D | Mumba | Paul | Zambia | Democratisation of primary classrooms in Zambia |
| 3.17D | Hupp | Susan | USA | Social mastery motivation: implications for educational practice |
| 3.17D | Darmanin | Mary | Malta | Putting caring into the classroom |
| 3.17E | Arkhurst | Marie Therese | Cote D'Ivoire | Promoting girls' education |
| 3.17E | Lari | Zahida | Wales | Self-empowerment for women with disabilities in Pakistan |
| 3.17E | Mosotho | Mmakobo | South Africa | Including the excluded |
| 3.17F | Carnellor | Yvonne | Australia | The process of effective inclusion - a whole school policy |
| 3.17F | Avissar | Gilada | Israel | The school principal and inclusion: a cross cultural research investigation |
| 3.17F | ||||
| 3.17G | Gotoh | Mesahiro | Japan | Computerised learning materials for time telling |
| 3.17G | Swarup | Smriti | India | On-task behaviour in maths: the effect of cognitive instruction and gender |
| 3.17G | Higashibara | Fumiko | Japan | Software package for arithmetic word problems |
Session 5. Tuesday - 13.30 - 15.30
| Tree Court Common Room A | ||||
| 5.5 | Marston | Patricia | England | Circle of support |
| 5.5 | Hartnett | Johnette | USA | An analysis of Vermont's obligation to establish entitlement for people with development disabilities |
| 5.5 | Ebersohn | Elizabeth | South Africa | Educational support service in community context |
| 5.5 | Flavell | Liz | England | From links to partnership between special and mainstream school |
| Tree Court Common Room B | ||||
| 5.6 | Peraki | Maria | Greece | A system family therapy for young people with special needs:methodology and outcomes |
| 5.6 | Hung | Li-Yu | Taiwan | Multiple measures of the effectiveness of social skill training for adolescents with EBD |
| 5.6 | Chimedza | Robert | Zimbabwe | Disability and Distance and open learning in Zimbabwe |
| 5.6 | Jaden | Alexander Lasuba | Sudan | Education for communication skills in the community |
| Tree Court Common Room C | ||||
| 5.7 | Mukherjee | Suzanne | England | Improving communication between health and education professionals |
| 5.7 | Hornby | Garry | England | The good, the bad and the ugly: evaluation of interventions in the field of special education |
| 5.7 | Munir | Shirin | Bangladesh | Training for inclusion in Bangladesh |
| 5.7 | Brohier | Bill | Malaysia | CBM's international efforts at including the excluded |
| Tree Court Common Room D | ||||
| 5.8 | Marinosson | Gretar | England | Exclusion as a consequence of inclusive education policies |
| 5.8 | Grantley | John | Australia | Towards inclusion in university of people with intellectual disabilities |
| 5.8 | Gohar | Manoochehr Jafari | Iran | Distance education globilization: a reliable path to "Education for All" |
| 5.8 | Pervova | Irina | Russia | Social orphans: excluded by the society |
| Tree Court Common Room E | ||||
| 5.9 | Naicker | Sigamoney | South Africa | Is outcomes based education the way forward for inclusion? |
| 5.9 | Millward | Alan | England | Alternative pathways to inclusion? |
| 5.9 | Reiter | Shunit | Israel | Quality of life - new high school curriculum guidelines |
| 5.9 | Mumba | Paul | Zambia | The development of psychological dimensions in a primary classroom(a child-to-child innovation) |
| Green Court Common Room 1 | ||||
| 5.10 | Firkowska-Mankiewicz | Anna | Poland | Does exclusive education contribute to a good quality of life? |
| 5.10 | Davies | Gethin | England | A cross-age tutoring programme as an inclusion strategy |
| 5.10 | Harper | Gregory | USA | Peer assisted learning to support the inclusion of children with disabilities |
| 5.10 | Atinmo | Morayo | Nigeria | The challenges of Library and Information services for handicapped readers |
| Green Court Common Room 2 | ||||
| 5.11 | Raymond | Heather | Canada | Inclusive education - developing successful grassroots advocacy campaigns |
| 5.11 | Edmunds | Alan | Canada | Substantive changes in teachers' roles and developing inclusive practices in Nova Scotia schools |
| 5.11 | Gibson | Suanne | England | 'Clustering'. An effective practice for meeting SEN on the philosophical basis of inclusion |
| 5.11 | Chan | Hung Ki | Hong Kong | Staff development in Hong Kong kindergartens |
| Green Court Common Room 3 | ||||
| 5.12 | Shevlin | Michael | Ireland | Hidden voices: young people with disabilities speak about their second level schooling |
| 5.12 | Male | Dawn | England | Including pupils with profound and multiple learning difficulties: lessons from home and abroad |
| 5.12 | Boutskou | Evangelia | Greece | Integration of children with severe learning difficulties: unrealistic expectation or a step towards inclusion? |
| 5.12 | Ryndak | Diane | USA | Educating students with severe disabilities |
| Little Court Common Room 5 | ||||
| 5.13 | Lam | Sanu Man | Nepal | Special Education and Portage in nepal |
| 5.13 | Rao | Indumathi | India | Portage to every village |
| 5.13 | Fishbaugh | Mary Susan | USA | One room schools in Montana at the turn of the Century: 1999-2000 |
| 5.13 | Laso | Biloris Lyndem | India | Non-formal and community based education north east scenario |
| Little Court Common Room 6 | ||||
| 5.14 | Smith | Chris | England | The National Literacy Strategy: raising standards for all? |
| 5.14 | Hutchinson | Jane | England | Appropriate literacy intervention for all: the case of emergent bilingual children |
| 5.14 | Palmer | Carolyn | Australia | Mapping the literacy and numeracy of students with disabilities in Australia |
| 5.14 | Moffitt | Karen | USA | Express Diversity |
| Little Court Common Room 7 | ||||
| 5.15 | Waller | Terry | England | The national grid for learning and including all learners |
| 5.15 | Lamb | Kathy | Australia | Differentiating the curriculum using multi-layered lessons and cooperative learning |
| 5.15 | Robbins | Brian | England | Inclusive mathematics in primary education |
| 5.15 | Hanrahan | James | Canada | An analysis of an imprinted-dot approach to teaching arithmetic to intellectually disabled children |
Session 5. Tuesday - 13.30 - 15.30
| The Limes: Tables A - G | ||||
| 5.17A | Choi | Serene | Australia | Let's play:children with autism and their play partners together |
| 5.17A | Broderick | Alicia | USA | Intensive behavioural intervention for children with autism |
| 5.17A | Kaderoglou | Lia | Greece | Home-based early intervention in high functioning autistic children |
| 5.17A | Richardson | Helen | England | Outcomes of three educational interventions for British school children with classical autism |
| 5.17B | Kirkbride | Lucy | England | Ascertaining the views and wishes of the child |
| 5.17B | Mokome | Mokome | Cameroon | To achieve "Education for all" |
| 5.17B | Chiinze | M.M. | Zimbabwe | Voices of reason |
| 5.17B | Khatoon | S.Khadija | India | Possibilities of integration of mentally retarded students in normal schools in Karachi |
| 5.17C | Mian | Ruhul | Bangladesh | F.D.H.P.N. |
| 5.17C | Xibin | Jin | china | Administration system of special education in China |
| 5.17C | Stancic | Zrinjka | Croatia | Teachers' readiness for additional professional education |
| 5.17D | Baylis | Pam | England | Promoting reading skills of children with Down Syndrome in a mainstream environment |
| 5.17D | Segni | Yaara di | England | Multi-sensory reading: simultaneous audio and Braille presentation to improve reading skills |
| 5.17D | Osinuga | Marcus | Nigeria | Strategies towards ameliorating the barriers to relevant education of the visually handicapped in Nigeria |
| 5.17D | Shukla | Sukhdev | India | Efficacy of special school and integrated education systems for the visually impaired in India - A comparison |
| 5.17E | Torid | Eric | Ghana | Inclusive education in Ghana an overview |
| 5.17E | Bonanni | Ingrid | South Africa | Teaching English as a Multi-Cultural Language |
| 5.17E | Li | Titus | China | Tears or cheers: The Education of New Chinese Immigrant children in Macau |
| 5.17E | Arkoh | A.R.K. | Ghana | Education for all |
| 5.17F | ||||
| 5.17F | Nwachuku | Daisy | Nigeria | Inclusive educational practice in Africa in the 21st Century: challenges to school counselling |
| 5.17F | Castro Silva | Jose | Portugal | Factors contributing to special needs students' academic achievement |
| 5.17F | Mamun | Jowaherul | Bangladesh | Coalition for inclusive education in Bangladesh |
| 5.17G | Hayasaka | Masashi | Japan | The development of home bound/hospital education for pupils with severe and profound difficulties |
| 5.17G | Satoshi | Shimizu | Japan | Transfer between schools for the physically handicapped and mainstream schools |
| 5.17G | Watson | Alma | USA | Family centres practise: an early intervention model |
| 5.17G | Cropp | David | England | The inclusive school for people with autistic spectrum disorders |
Session 6. Tuesday - 16.00 - 17.30
| Tree Court Common Room A | ||||
| 6.5 | Marais | James | South Africa | The attitudes of South African teachers towards inclusion |
| 6.5 | Kuester | Vivienne | Canada | 10 years on: Have teacher attitudes toward the inclusion of students with disabilities changed? |
| 6.5 | Yip | Ellen | Hong Kong | Individual teachers' perceptions and inclusive practices in Hong Kong classroom |
| Tree Court Common Room B | ||||
| 6.6 | Rutherford | Robert | USA | Center for Education, Disability and the Justice System |
| 6.6 | Housego | Billie | Canada | An educational alternative designed to reduce suspension and exclusion |
| 6.6 | ||||
| Tree Court Common Room C | ||||
| 6.7 | Vogel | Gila | Israel | Including all voices at life cycle ceremonies |
| 6.7 | Antonopoulou | Katerina | Greece | Museum education for children with special educational needs in Greece |
| 6.7 | Amini | Majid | West Indies | Religion in Education: Inclusion or Exclusion? |
| Tree Court Common Room D | ||||
| 6.8 | Park | Keith | England | Inclusive storytelling |
| 6.8 | Feiler | Anthony | England | Teacher intervention for reception children predicted to experience literacy difficulties |
| 6.8 | Hartas | Dimitra | England | Is there an interaction between language and reading difficulties? |
| Tree Court Common Room E | ||||
| 6.9 | Mumba | Paul | Zambia | Twinning project and community study pairs |
| 6.9 | Mosley | Jenny | England | How can the quality circle time model foster the development of inclusive practice? |
| 6.9 | Czislowski-McKenna | Ann | Australia | Some days are diamonds. Classroom interactions of a student with severe intellectual impairment |
| Green Court Common Room 1 | ||||
| 6.10 | Mathews | Grace | India | The shift from teaching to learning: implications for classroom practices |
| 6.10 | Paterson | David | Australia | teachers' inflight thinking in inclusive classrooms |
| 6.10 | Eggersdottir | Rosa | Iceland | Good practice or a miracle? |
| Green Court Common Room 2 | ||||
| 6.11 | Lewis | Ann | England | Mapping a pedagogy for special educational needs |
| 6.11 | Morgado | Jose | Portugal | Quality and inclusion in primary schools - pedagogical practices: importance and difficulty |
| 6.11 | Tac | Le Van | Vietnam | Inclusive education: a new phase of education in Vietnam |
| Green Court Common Room 3 | ||||
| 6.12 | Garner | Philip | England | Pupil referral units: a policy and practice paradox |
| 6.12 | Spalding | Bob | England | Early intervention strategies for children with emotional and behavioural difficulties |
| 6.12 | Rahman | Bangladesh | In quest of quality education for the excluded | |
| Little Court Common Room 5 | ||||
| 6.13 | Moss | Julianne | Australia | Inclusive schooling: contexts, texts and politics |
| 6.13 | Loreman | Tim | Australia | Inclusion in Victoria, Australia: six case studies |
| 6.13 | Otaah | Thomas Patrick | Ghana | Including the excluded |
| Little Court Common Room 6 | ||||
| 6.14 | Hayford | Samuel | Ghana | Promoting inclusive education in basic schools in Winneba Circuit: the role of SAP |
| 6.14 | Kugelmass | Judy | USA | Creating and sustaining an inclusive school |
| 6.14 | Jain | Deepa | India | From solution, towards inclusion - the enabling centre experience |
| Little Court Common Room 7 | ||||
| 6.15 | Freeman | Joan | England | Educating the gifted: evidence as a basis for practice |
| 6.15 | Milne | Harry | Australia | Enrichment programs are for students with disabilities |
| 6.15 | Kamau | Rachel | Kenya | Marginalisation of the gifted |
Session 6. Tuesday - 16.00 - 17.30
| The limes: Tables A - G | ||||
| 6.17A | ||||
| 6.17A | ||||
| 6.17A | ||||
| 6.17B | Johnsen | Berit | Norway | Listening to the voice of history. Traditions and ideas underlying the inclusive school |
| 6.17B | Chang | Moon | USA | Restructuring organizational conditions: a conceptual framework to foster inclusive practices |
| 6.17B | Ferreira | Windyz | Brazil | Understanding exclusionary events experienced by pupils |
| 6.17C | ||||
| 6.17C | Gibson | Paul | New Zealand | Who were your role models? Leadership and young people with disabilities |
| 6.17C | Byrom | Brenda | England | Ongoing classroom assessment |
| 6.17D | Brown | Erica | England | Teachers meeting the needs of seriously ill or dying children and their families |
| 6.17D | Closs | Alison | Scotland | The post-school education of young adults with severe medical conditions |
| 6.17D | McHenry | Sandra | USA | "Do not resuscitate": Caring for medically fragile students |
| 6.17E | Bayliss | Phil | England | Supporting Michael |
| 6.17E | Pimentel | Julia | Portugal | Early intervention in the adaptation process of mothers with handicapped or at-risk children |
| 6.17E | Cunha | Ana | Brazil | Preventing and promoting early development: Teaching parents to use early interventions techniques |
| 6.17F | Topbas | Seyhun | Turkey | Assessment of early intentional communicative behaviour of 0-3 year old Turkish children |
| 6.17F | Zaman | Sultana | Bangladesh | Success story of Bangladesh Protibondhi Foundation in mobilisation for CBR programme |
| 6.17F | Pati | Narayan | India | Community based rehabilitation programmes |
| 6.17G | ||||
| 6.17G | Gallagher | Jeanine | Australia | A snapshot of special education services in an independent school in Brisbane, Australia |
| 6.17G | Alvarez | Nicholas | Finland | Best practise for internationally mobile students |
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14/07/2000