Literaturempfehlungen

 

  1. Bless, G. (2000). Schulische und außerschulische Integration behinderter Menschen unter psychologischen Aspekten: Lernbehinderungen. In J. Borchert (Ed.), Handbuch der sonderpädagogischen Psychologie (pp. 440–453). Göttingen [etc.]: Hogrefe.
  2. Bless, G. (2007). Zur Wirksamkeit der Integration: Forschungsüberblick, praktische Umsetzung einer integrativen Schulform, Untersuchungen zum Lernfortschritt (3., unveränd). Beiträge zur Heil- und Sonderpädagogik: Vol. 18. Bern: Haupt.
  3. Boon, R.T. & Spencer, V.G. (2010). Best Practices For The Inclusive Classroom. Waco, TX: Prufrock.
  4. Ellinger, S. & Stein, R. (2012)(Hrsg.). Schwerpunktheft: Inklusion in der Praxis, Empirische Sonderpädagogik, 4(2). (pdf)
  5. Kavale, K.A. & Forness, S. (1999). Effectiveness of special education. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (3rd ed.) (pp. 984–1024).
  6. Kavale, K. A., & Mostert, M. P. (2003). River of Ideology, Islands of Evidence. Exceptionality, 11(4), 191–208.
  7. Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1–24.
  8. Müller, C. M. (2010). Negative peer influence in special needs classes – a risk for students with problem behavior? European Journal of Special Needs Education, 25, 431–444.
  9. Myklebust, J. O. (2002). Inclusion or exclusion? Transitions among special needs students in upper secondary education in Norway. European Journal of Special Needs Education, 251–263.
  10. Zeleke, S. (2004). Self-concepts of students with learning disabilities and their normally achieving peers: A review. European Journal of Special Needs Education, 19(2), 145–170.