Assignment 1 Comparative perspectives on special needs education

• Center on International Education Benchmarking (selected countries), Center on International Education Benchmarking (selected countries)Obligatorisk* (http://www.ncee.org)
• European Agency for Special Needs and Inclusive Education (selected countries), European Agency for Special Needs and Inclusive Education (selected countries)Obligatorisk* (https://www.european-agency.org)

Assignment 2 Inclusion

• Göransson, K; Nilholm, C, Conceptual Diversities and Empirical Shortcomings - A Critical Analysis of Research on Inclusive Education, European Journal of Special Needs Education 29:3, 2014Obligatorisk* (can be downloaded from www.ub.uu.se)

Choose literature on inclusion concerning one theme from the list the themes below

Inclusion - policy

• Armstrong, D., Armstrong, A. C., & Spandagou, Inclusion: By choice or by chance?, International Journal of Inclusive Education, 15(1) (29–39. 10 p.)
• Higashida, Naoki, Reason i jump: one boys voice from the silence of autism, Hodder & Stoughton General Div, 2014Obligatorisk*

Inclusion - peer-mediated approaches

• Gillies, R. M., Ashman, A. F., Terwel (2008;2007;), The teacher's role in implementing cooperative learning in the classroom, Boston, MA: Springer (56–110.)
• Sperry, L., Neitzel, J., & Engelhardt-Wells, K. (2, Peer-mediated instruction and intervention strategies for students with autism spectrum disorders, Preventing School Failure: Alternative Education for Children and Youth 54(4) (256–264)
• Scruggs, T. E., Mastropieri, M. A., & Marshak, L., Peer‐Mediated instruction in inclusive secondary social studies learning: Direct and indirect learning effects, Learning Disabilities Research & Practice, 27(1) (12–20)
• McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006), Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction, Reading & Writing Quarterly, 22(1) (5–25.)

Inclusion - differentiating instruction in classroom

• Tomlinson, C. A. (2014), The differentiated classroom: Responding to the needs of all learners (2nd;2;2nd; ed.), Alexandria, VA: ASCD. (1–122.)
• Simpkins, P. M., Mastropieri, M. A., & Scruggs, T., Differentiated curriculum enhancements in inclusive fifth-grade science classes, Remedial and Special Education, 30(5) (300–308.)
• Rix, J. (2006), Simplified language materials—Their usage and value to teachers and support staff in mainstream settings, Teaching and Teacher Education, 22(8) (1145–1156)
• Gallagher, K. L. & Odozi, A. (2015), Protocol for the assessment of common core teaching: The impact of instructional inclusion on students with special needs, Contemporary School Psychology, 19 (77–88)

Inclusion - peer relations and peer acceptance

• Kupersmidt, J. B., & Dodge, K. A. (2004), Children's peer relations: From development to intervention, Washington, DC: American Psychological Association (3–99)
• Diamond, K. E., Hong, S., & Tu, H. (2008), Context influences preschool children's decisions to include a peer with a physical disability in play, Exceptionality, 16(3) (141–155)
• Gasser, L., Malti, T., & Buholzer, A. (2014), Swiss children's moral and psychological judgments about inclusion and exclusion of children with disabilities, Child Development, 85(2) (532–548)
• Mikami, A. Y., Griggs, M. S., Lerner, M. D., Emeh,, A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder, Journal of Consulting and Clinical Psychology, 81(1) (100–112)

Reference literature on inclusion in Sweden (not mandatory)

• Allan, J., & Persson, E. (2016), ▪ Students' perspectives on raising achievement through inclusion in Essunga, Sweden, Educational Review, 68(1) (82–95)
• Nilholm, C., & Alm, B. (2010), ▪ An inclusive classroom? A case study of inclusiveness, teacher strategies, and children's experiences, European Journal of Special Needs Education, 25(3) (239–252)

* Obligatorisk