Session 7. Wednesday - 09.00 - 10.30
| The Limes Annex | ||||
| 7.6 | ||||
| 7.6 | Chib | Malini | England | Are you alone where's your helper? |
| 7.6 | Iyanar | C.K. | England | How do people with disabilities experience inclusion and exclusion in education |
| Tree Court Common Room B | ||||
| 7.7 | Jacklin | Angela | England | The pupil experience of schooling: what is important to the pupils themselves? |
| 7.7 | Raymond | Heather | Canada | Voices from the inside: school experiences of people with developmental disabilities |
| 7.7 | Van Hove | Geert | Belgium | Youngsters with a disability take the floor |
| Tree Court Common Room C | ||||
| 7.8 | Akkok | Fusun | Turkey | Changing roles of parents in Turkey |
| 7.8 | Devi | Sara | India | Inclusion: a big challenge in developing countries |
| 7.8 | Brown | Coleen | New Zealand | "Parents lacking motivation and resources wont cope" |
| Tree Court Common Room D | ||||
| 7.9 | Johnson | Mike | England | The literacy hour and pupils with SEN |
| 7.9 | Lamb | Kathy | W.Australia | Reading success: a specialised literacy program for learners with challenging reading needs |
| 7.9 | Waine | Liz | England | Including dyslexics in the Literacy Hour |
| Tree Court Common Room E | ||||
| 7.10 | McCartney | Elspeth | Scotland | Speech and language therapists and teachers working together |
| 7.10 | ||||
| 7.10 | ||||
| Green Court Common Room 1 | ||||
| 7.11 | Tetler | Susan | Denmark | Inclusive learning communities |
| 7.11 | Myklebust | Jon | Norway | Students with different forms of specially adapted teaching in upper secondary education |
| 7.11 | Davies | Tony | New Zealand | Special education 2000, New Zealand-from centralised control local empowerment |
| Green Court Common Room 2 | ||||
| 7.12 | Longland | Helen | England | Promoting inclusive education: a case study of strategies in Leeds before and after the programme of action |
| 7.12 | Whittaker | Joe | England | A struggle for inclusion in the North of Ireland |
| 7.12 | ||||
| Green Court Common Room 3 | ||||
| 7.13 | Bayliss | Phil | England | Reclaiming community: from integration to inclusion |
| 7.13 | Allan | Julie | Scotland | It's good to talk. Bridging the gap between disability studies and inclusive education |
| 7.13 | Southern | Thomas | USA | Inclusion: from State to local level in Ohio |
| Little Court Common Room 5 | ||||
| 7.14 | Lewis | Christine | England | A whole school spproach to managing challenging behaviour |
| 7.14 | Ling | Marilyn May | Singapore | A comparison of novice and expert teachers' perceptions of problem behaviours |
| 7.14 | Rosenberg | Michael | USA | Comprehensive school-wide discipline programs for all students |
| Little Court Common Room 6 | ||||
| 7.15 | ||||
| 7.15 | ||||
| 7.15 | ||||
Session 7. Wednesday - 09.00 - 10.30
| The limes - Tables A-G | ||||
| 7.17A | Kang | Young-sim | Korea | The consulting teacher model as an alternative for the successful inclusion in Korea |
| 7.17A | Lloyd | G | South Africa | An integrated specialized education service responding to local need in Gauteng, South Africa |
| 7.17A | Wu An | An | China | Inclusive education for children with polio in rural areas |
| 7.17B | Szauder | Erik | Hungary | The role of art therapies in the integration and inclusion of children with special needs in Hungary |
| 7.17B | Anderson | David | USA | Using the arts as a vehicle for educational and emotional success |
| 7.17B | Conrad | Dennis | USA | The parts we played: Oral histories of three Caribbean special education pioneers |
| 7.17C | Florek | Anton | Wales | Developing resourced schools: towards a model for inclusion |
| 7.17C | Hak | Hala | Egypt | Inclusion without support or differentiation - a case study of five children with SLD |
| 7.17C | Vogt | Andrea | Uzbekistan | What is integration? |
| 7.17D | Eripek | Suleyman | Turkey | An evaluation of the research base about inclusion of special needs students in Turkey |
| 7.17D | Santos | Maria | Portugal | Inclusive schools: the power in our hands |
| 7.17D | Tadesse | Tilahun | Ethiopia | Including the excluded: the challenging reality in Ethiopia |
| 7.17E | Porter | Jill | England | Including pupils with severe learning difficulties in the numeracy strategy |
| 7.17E | Simmons | Susan | England | Audio mathematics for participation and equity |
| 7.17E | Wiskow | Margaret | England | Mathetics for Dyslexics |
| 7.17F | Haq | Farida | Malaysia | Inclusion in Malaysia: from divided to shared responsibility |
| 7.17F | Howell | Colleen | South Africa | Building an inclusive education and training system: the challenges for higher education in South Africa |
| 7.17F | Nevoy | Anne | Norway | Institutional self-understanding of special education |
| 7.17G | ||||
| 7.17G | ||||
| 7.17G | ||||
Session 9. Wednesday - 14.00 - 15.30
| Tree Court Common Room A | ||||
| 9.6 | Tucker | Alan | England | Advocacy for all: The Natural Ally |
| 9.6 | Lane | Melanie | Texas | Collaborative Roles: The Cycles of Success |
| 9.6 | ||||
| Tree Court Common Room B | ||||
| 9.7 | Mphole | Palesa | Lesotho | Contribution of parents in inclusive education |
| 9.7 | Goldbart | Juliet | England | Parent involvement: an evaluation of two models designed to meet local need |
| 9.7 | Goetz | Jami | USA | Graduate student/parent matches: What we have learned |
| Tree Court Common Room C | ||||
| 9.8 | O'Neill | John | New Zealand | Evaluating national special education policy change in New Zealand |
| 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 |
| Tree Court Common Room D | ||||
| 9.9 | Zhang | G | China | The work of the China Disabled Persons Federation |
| 9.9 | Fei | Xiao | China | Problems in counter measures in mainstreaming education in China |
| 9.9 | Hamstra | Dorien | Neth. | Just different:special education in an experimental setting |
| Tree Court Common Room E | ||||
| 9.10 | Garner | Philip | England | The voices of teachers and pupils with emotional and behavioural difficulties voices on inclusion |
| 9.10 | Jahnukainen | Markku | Finland | What's special in special education? Former EBD students' views on schooling |
| 9.10 | Peer | Linsday | England | Multilingualism, literacy and dyslexia: inclusion or exclusion? |
| Green Court Common Room 1 | ||||
| 9.11 | Stach | Meinhard | Germany | Occupation as core-aspect of vocational training in Germany |
| 9.11 | Ihatsu | Markku | Finland | The challenging students in a Finnish vocational school |
| 9.11 | Corbett | Jenny | England | Listening to the clients: the role of a client forum in a vocational training programme |
| Green Court Common Room 2 | ||||
| 9.12 | Burns | Bob | Brunei | The effects of early intervention on the academic achievements of primary class 2 pupils |
| 9.12 | Grol | C.E.J. | Netherlands | The education of pupils with special educational needs: African context |
| 9.12 | Phelan | Anne | Ireland | Ireland's schools IT2000 project and special educational needs |
| Green Court Common Room 3 | ||||
| 9.13 | Salzberg | Charles | USA | Enhancing the success of students with disabilities in higher education |
| 9.13 | Ntombela | Sithabile | South Africa | Life histories of 2 students with disabilities studying at the University of Natal, Durban |
| 9.13 | Sarkissian | Leon | Russia | Medical pedagogy at Moscow Institute-Internate |
| Little Court Common Room 5 | ||||
| 9.14 | Iannaccone | Carmen | USA | Facilitating specialized intervention and integration: a school-wide team assistance project |
| 9.14 | Kenosi | Bogadi | Botswana | Improving teacher trainees social inter-active classroom strategies |
| 9.14 | Moltzen | Roger | New Zealand | A professional development programme that's all-inclusive |
| Little Court Common Room 6 | ||||
| 9.15 | Carrington | Suzanne | Australia | Comparison between traditional and inclusive school cultures |
| 9.15 | Sage | Rosemary | England | Supporting communication for better access to the curriculum |
| 9.15 | Uzuner | Yildiz | Turkey | Communication repair strategies of two mothers of hearing impared children |
Session 9. Wednesday - 14.00 - 15.30
| The Limes: Tables A - G | ||||
| 9.17A | Mantoan | Maria | Brazil | Towards a school for all |
| 9.17A | Garila | Evagelia | England | |
| 9.17A | Eleweke | Jonah | Canada | Enhancing inclusive education in developing countries |
| 9.17B | Croft | Alison | England | Free primary education in Malawi: how do lower primary teachers respond to pupil diversity? |
| 9.17B | Swenson | Nora | USA | Class within a class: 14 yrs of successful inclusion |
| 9.17B | Haraldsdottir | Ingiborg | Iceland | Inclusive school - benefit for all students in the classroom |
| 9.17C | Goldgraber | Yaacov | Israel | Shiluvim: a teacher training web-site concerned with inclusion |
| 9.17C | Laine | Colin | Canada | Word-prediction: an inclusive technology for written expression? |
| 9.17C | Magnusson | Magnus | Sweden | New ways for non-speaking people - videotelephony |
| 9.17D | Oketch | Moses | Kenya | Changing roles: the case for Kenya |
| 9.17D | Sousa | Fatima | Portugal | Including pupils with special needs: a case study |
| 9.17D | Takala | Marjatta | Finland | An inclusive solution in early special education |
| 9.17E | Sousa | Fatima | Portugal | The challenge of educating pupils with special needs in a regular school |
| 9.17E | ||||
| 9.17E | Kiyaga | John | Uganda | Including able children in special schools |
| 9.17F | ||||
| 9.17F | Muscutt | Janet | England | Education other than at school for disaffected youngsters |
| 9.17F | Ince | Kate | England | Preventing disaffection at key stage 4 |
| 9.17G | ||||
| 9.17G | ||||
| 9.17G | ||||
Session 10. Wednesday - 16.00 - 17.30
| Tree Court Common Room A | ||||
| 10.5 | Ryndak | Diane | USA | Systematic reform to achieve inclusion for students with severe disabilities |
| 10.5 | Holdsworth | Janet | Lao | Asian teachers moving towards inclusion |
| 10.5 | Peters | Susan | USA | Inclusive education in accelerated and professional development schools |
| Tree Court Common Room B | ||||
| 10.6 | Visser | John | England | What schools need for EBD pupils to be included |
| 10.6 | Burnard | Sonia | England | Inclusion within a special school for children with emotional and behavioural difficulties |
| 10.6 | Landy | Maria | England | Saints and Sinners - what makes a difference? |
| Tree Court Common Room C | ||||
| 10.7 | Lingham | Jenny | England | Inclusive learning in FE: supporting a community of learners? |
| 10.7 | Maciver | Margaret | New Zealand | The rise and fall of tertiary education for students with an intellectual disability |
| 10.7 | Rustemeir | Sharon | England | Listening to inclusion in further education |
| Tree Court Common Room D | ||||
| 10.8 | McMurray | Sharon | N.Ireland | Teaching spelling - an inclusive approach |
| 10.8 | Mitchem | Katherine | USA | Promoting inclusion with the PAL game: a classwide peer-assisted self-management program |
| 10.8 | Schwartz | Louis | USA | Vulnerable but victorious lives |
| Tree Court Common Room E | ||||
| 10.9 | Gumpel | Thomas | Israel | Collaborative research between Israeli and Palestinian researchers on the nature of social justice and disability |
| 10.9 | Prasad | A | India | Rights of the child and inclusive education |
| 10.9 | Reed | Theresa | England | Tackling institutional racism |
| Green Court Common Room 1 | ||||
| 10.10 | Morrice | Ann | England | Language/literacy programme-from age 4 to adulthood |
| 10.10 | Whiteley | Helen Elizabeth | England | Early literacy intervention: developing identification and teaching techniques for use with 'treatment registers' |
| 10.10 | Solity | Jonathon | England | The Early Reading Research and The Myth of Special Education |
| Green Court Common Room 2 | ||||
| 10.11 | Brouillette | Ron | Vietnam | The efficacy of total communication within an inclusive education system for deaf students |
| 10.11 | Girgin | Umit | Turkey | Do phonetic Languages help hearing impaired with reading comprehension |
| 10.11 | Akbarloo | N | Iran | Variables affecting placement of hearing impaired children |
| Green Court Common Room 3 | ||||
| 10.12 | Amatanglo | Judith | USA | Cultivating the desire and the eagerness to learn in all children |
| 10.12 | Sibaya | Patrick Themba | South Africa | Changing roles and collaboration among service providers in South African education |
| 10.12 | McConkey | Roy | N.Ireland | Understanding and responding to children's needs in inclusive classroom: a self study for teachers |
| Little Court Common Room 5 | ||||
| 10.13 | Lucas | Hillary | England | Effective schools for all:Harrow |
| 10.13 | Jakove | Zota | Macedonia | Effective schools for all:Macedonia |
| 10.13 | Balshaw | Maggie | England | Understanding the development of inclusive schools in Harrow |
| Little Court Common Room 6 | ||||
| 10.14 | Al'Shuali | Fathia | Yemen | The development process of inclusive education within the Ministry of Education, Yemen |
| 10.14 | Hay | Johnnie | South Africa | Aparteid's contribution to South African inclusive education policy |
| 10.14 | Sadek | Rita | Egypt | Teacher Training for inclusion |
| Little Court Common Room 7 | ||||
| 10.15 | ||||
| 10.15 | Kandel | Mark | USA | Designing and implementing an effective behavioural support plan |
| 10.15 | Tsusaki | Leslie | USA | Create a flexible service delivery model |
Session 10. Wednesday - 16.00 - 17.30
| The Limes: Tables A - G | ||||
| 10.17A | Papadimitriou | Christina | Greece | Physical disability and difference: insights from interviews |
| 10.17A | Joshi | Priti | India | Understanding the experience of disability through children's expressions |
| 10.17A | Bjarnason | Dora | Iceland | Teenagers dimensions of audlthood, friendship, school and wok in Iceland |
| 10.17B | Makri-Botsari | E | Greece | Personality characteristics of Greek mothers of children with special needs |
| 10.17B | Okediran | O | Nigeria | Contribution of parents and community to special education in the area of Oyo State |
| 10.17B | Wade | Sally | USA | Families as Faculty program |
| 10.17C | Benjamin | Shereen | England | Differently successful? Academic in/exclusion in a girls' comprehensive school |
| 10.17C | Crabtree | Jason | England | Inclusive education: its impact on the self-concept of children with moderate learning difficulties |
| 10.17C | Skalar | Marija | Slovenia | Theoretical and operative issues of integration in Slovenia |
| 10.17D | Nunes | Rosa | Portugal | Inclusive education - change of paradigm? |
| 10.17D | Van Hove | Geert | Belgium | An inclusive school project in a country full of segregation: Kobe: a case study |
| 10.17D | Uzundemir | Ender | Turkey | Situation analysis of the excluded in the Turkish education system |
| 10.17E | McBride | Shirley | Canada | Challenges of role and power shifts in the implementation of inclusionary policy |
| 10.17E | Milne | Harry | Australia | Enrichment and disability: an example from Williams Syndrome |
| 10.17E | Thorpe | Christiana | Sierra Leone | The voices of the disabled in post war Sierra-Leone |
| 10.17F | Hassanzadeh | S | Iran | Exclusive and inclusive education in Islamic Republic of Iran |
| 10.17F | Kotze | C.J. | South Africa | The realities of inclusive education with special reference to assessment in South Africa |
| 10.17F | Martins | Ana | Portugal | The philosophy of inclusion: a call for a radical educational reform in Portugal |
| 10.17G | Dore | Robert | Canada | The outcomes of inclusion in secondary school |
| 10.17G | Sazesh | A | Iran | It is easy to include all |
| 10.17G | ||||
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14/07/2000